GIFT  OF 


alitornia' 


STATE  OF  CALIFORNIA 

OFFICE  SUPERINTENDENT  OF  PUBLIC  INSTRUCTION 


ARBOR   DAY  MANUAL 


FROM   THE 


TWENTY-THIRD  BIENNIAL  REPORT 


OF 


EDWARD  HYATT 

SUPERINTENDENT  OF  PUBLIC  INSTRUCTION 


SACRAMENTO,  CALIFORNIA 
1909 


c  z. 


PRINTED  AT  THE  STATE   PRINTING  OFFICE 
W.  W.  SHANNON,  SUPERINTENDENT 


TO  THE  SCHOOL  PEOPLE  OF 
CALIFORNIA 


A  D  I  E  S  AND 
GENTLEMEN: 
We  have  heard 
much  of  late 
concerning  our 
civic  duties  grow- 
ing out  of  the 
great  movement 
for  conservation 
of  natural  re- 
sources.  The 
handiest  tool  for 
us  to  use  in  mak- 
ing practical  ap- 
plication of  the 
conservation  idea 
is  Arbor  Day.  If 

we  will,  we  may  use  this  day  to  carry  a  patriotic  spirit  to  the  young 
people  now  in  our  charge  ;  a  spirit  that  will  be  the  strength  and  safe- 
guard of  the  State  bye  and  bye. 
Isn't  this  richly  worth  while  ? 

On  the  theory  that  your  answer  to  this  question  is  "Yes,  indeed!" 
we  have  prepared  this  little  Arbor  Day  Manual,  offering  some  sugges- 
tions and  some  materials  to  use  in  determining  how  the  day  may  be 
best  observed  in  each  of  your  schools.  Your  own  plan  will  be  best  for 
you.  Do  not  feel  constrained  to  follow  any  of  these  suggestions  slav- 
ishly, but  shape  them  to  your  ends. 


At  the  present  writing  there  is  no  date  for  Arbor  Day  fixed  by  the 
State.  It  is  difficult  to  set  a  date  for  planting  that  is  suitable  through- 
out a  State  stretching  nearly  a  thousand  miles  from  the  north  to  the 
south,  and  including  tropic,  temperate,  desert,  and  alpine  regions  within 
its  borders.  There  is  a  movement  on  foot  to  designate  Luther  Bur- 
bank's  birthday,  March  7th,  as  the  Arbor  Day  for  the  State.  Some 

239463 


county  saperiaie;,i>lents  c>f  schfiols  appoint  an  Arbor  Day  independently, 
and  lead  their  counties  magnificently  to  use  it.  An  individual  district, 
in  the  absence  of  higher  action,  may  select  an  Arbor  Day  of  its  own, 
and  fittingly  celebrate  it.  Where  there's  a  will  there's  a  way. 

I  heartily  recommend  the  appropriate  observation  of  an  Arbor  Day  to 
each  of  the  school  people  who  reads  these  lines.  Whoever  plans  the 
ceremonies  will  need  to  take  heed  to  the  double  nature  of  the  day. 
First,  and  deepest,  lies  the  intent  to  graft  into  our  body  politic  a  worthy 
idea  of  the  TREE  in  its  relation  to  our  national  life,  with  some  of  the 
fundamental  patriotic  duties  growing  out  of  that  idea.  This  can  be 
done  in  every  school  of  the  land,  large  or  small,  in  city  or  country. 
Second,  and  simpler,  is  the  intent  to  actually  DO  some  concrete  thing  to 
make  the  earth  better  in  future;  to  plant,  to  improve,  to  adorn  some 
small  part  of  it  with  loving  care.  Some  schools,  perhaps,  have  not 
opportunity  for  this;  yet  poor  indeed  must  be  the  place  that  can  not 
afford  some  vacant  corner,  some  neighboring  lot,  some  neglected  street 
where  the  children  of  the  school  may  do  an  unselfish  piece  of  work  on 
Arbor  Day.  There's  a  way  when  there's  a  will. 


I  trust  this  idea  may  appeal  to  you,  that  it  may  receive  your  atten- 
tion, your  energy,  your  thought.     It  can  not  do  you  any  harm  and  it 
may  do  you  good.     And  through  you  it  may  work  great  good  to  gener- 
ations as  yet  unborn.     I  leave  it  with  you. 
Very  truly  yours, 

EDWARD  HYATT, 
Superintendent  of  Public  Instruction. 


IN  GRATEFUL  ACKNOWLEDGMENT 

To  those  who  have  contributed  to  the  Arbor  Day  Report  we  are  deeply 
indebted.  Thoughts  and  ideas  have  been  freely  used  from  the  Arbor 
and  Bird  Day  Manuals  published  by  educators  in  New  York,  Ohio,  Wiscon- 
sin, Oregon,  Alabama,  Colorado,  West  Virginia,  and  other  states.  We  have 
used  this  information  for  the  benefit  of  the  people  of  California,  believ- 
ing, with  a  neighboring  superintendent,  that  "whatever  these  publica- 
tions contain  relating  to  Arbor  Day  ought  to  be  scattered  broadcast  and 
thus  become  the  common  knowledge  of  all,  to  be  used  by  all,  to  arouse 
an  active  interest  in  tree  planting  among  the  people  of  our  state." 

To  Success  Magazine  for  material;  to  the  Neuner  Company,  Sierra 
Madre  Chamber  of  Commerce,  and  others  for  the  loan  of  engravings;  to 
Andrew  Hill  for  his  drawings;  to  Miss  Calthea  C.  Vivian,  Prof.  H.  M.  Hall, 
Prof.  A.  J.  Cook,  and  all  others  who  have  had  their  part  and  rendered 
valuable  assistance  in  producing  the  report,  we  extend  grateful  thanks. 


Pupils  Weeding  the  School  Garden. 

Limitations  of  space  make  it  necessary,  through  intensive  culture  and  succession 

jielding^apacity  of  a  small  plot  of  ground" 


Engraving  from  "Seh<n>l  and  II( 

Transplanting  from  Hot  Beds  to  Cold  Frames. 


After  receiving  training  at  a  school  garden,  the  children  take  great  pride  in  laying 
out  gardens  of  their  own,  much  to  the  delight  of  interested  parents.  These  gardens  at 
home  are,  as  a  rule,  well  planned  and  planted,  things  of  beauty  and  utility,  yielding 
pleasure  and  profit  to  the  household,  demonstrating  that  the  object  for  which  school 
gardens  have  been  established  is  being  realized. 


*^rC 

"Stf 


Compiled  Under  the  Direction  of 

THE  SUPERINTENDENT  OP  PUBLIC  INSTRUCTION. 
BY  LAWRENCE  E.  CHENOWETH. 

N  THE  following  pages  you  will  find  set  forth  ideas 
culled  from  various  articles  that  have  come  to  hand 
from  time  to  time  welded  together  with  personal 
ideas  and  experiences,  and  combined  into,  we  hope, 
an  harmonious  whole,  which  may  be  of  assistance  in 
promoting  what  is  bound  to  prove  of  vital  importance 
to  the  children  of  this  broad  land — Arbor  Day. 

Arbor  Day  provides  the  occasion  for  speaking 
about  a  great  idea  and  for  doing  some  things  about  it 
in  all  the  schools.  It  is  easy  enough  both  in  the 

cities  and  the  country  for  the  teacher  to  tell  the  children  what  Arbor 

Day  signifies,  and  to  hear  what  the  children  think  about  it.     School 

exercises,  with  readings  and  recitations,  do  much  to  give  meaning  to 

the  day.     It  is  harder  to  DO  things  than  to 

talk  about  them.     Yet  it  is  not  difficult  to 

clear  up  school  grounds  and  plant  new  trees. 

If  the  children  can  be  waked  up  they  will 

find  that  their  interest  in  trees  and  flowers 

and  animals  will  grow  larger  and  larger  as 

they    grow    larger    and   larger  themselves. 

They  will  think  of  things  that  never  oc- 
curred to  them  before,  things  that  will  make 

them  better  citizens   and    more   successful 

men  and  women.     In  every  school  in  the 

state  there  should  be  set  apart  a  day  to  be 

used  to  create  a  new  love  of  nature  in  the 

teacher  and  the  children,  and  to  do  some- 


thing which  for  a  long  time  will  express  that  new  interest  in  the  subject. 

A  barren  schoolroom,  a  barren  school  yard  can  produce  naught  save 

a  barren-hearted  pupil,  insensible  to  that  refining  influence  so  neces- 


sary  an  accompaniment  to  education.  Let  us,  then,  have  beautiful 
school  interiors  and  sensible  school  exteriors  throughout  the  State,  to 
the  end  that  its  embryo  citizens  may  feel  for  several  hours  at  least, 
each  day,  that  subtle,  essential  influence  of  social  culture  which  walks 
hand  in  hand  with  educational  advancement.  The  celebration  of  Arbor 
Day  is  a  step  in  this  direction.  Let  us  make  wise  use  of  it. 


PLANNING  THE  WORK 

HE  PLANTING  of  school  grounds  should  be  planned 
and  executed  with  the  greatest  care,  for  the  work  of  the 
school  whether  it  be  indoors  or  out  is  educational  and 
has  its  influence  upon  the  present  as  well  as  the  pros- 
pective guardians  of  the  State.  The  planting  material 
should  be  carefully  chosen  and  the  disposition  of  the 
trees  and  shrubs  upon  the  grounds  made  to  conform 
to  the  extent,  character,  and  uses  of  the  grounds. 
The  three  elements  to  be  secured  in  the  plantings 
should  be, 

Use. 

Protection. 

Beauty. 

While  many  of  our  schoolhouses  are  ideally  located,  there  are  very 
many  of  which  stand  in  barren  and  bleak  places,  and  which  make  little 
or  no  pretense  to  beauty  of  surroundings. 
The  location  of  thft  schoolhouse  can  not  be 
changed,  but  the  surroundings  jnay  be  made 
beautiful.  Trees  and  shrubs,  vines  and  flowers 
may  be  induced  to  grow  in  any  part  of  Cali- 
fornia. Desolate  playgrounds  may  be  made 
shady  and  delightful.  Ugly  fences  and  build- 
ings may  assume  lovely  and  graceful  shapes. 
Corners  and  odd  places  may  be  made  spots  of 
beautiful  color. 

A  first  essential  in  beautiful  school  grounds 
is  tidiness.     No  loose  sticks,  stones,  pieces  of 
paper,  or  other  offending  material  should  be 
seen  lying  about.     It  is  never  impossible  to  keep  the  grounds  neat.     It 
is  impossible  to  make  them  beautiful  if  they  are  not  kept  neat. 


AWAKENING  AN  INTEREST 

Before  anything  is  done  toward  improving  the  grounds,  it  is  best  to 
try  to  awaken  an  interest  in  the  pupils  and  in  the  older  members  of  the 
community.  You  will  work  against  odds  if  you  undertake  to  work 
alone.  It  may  require  tact  and  patience,  but  the  friends  of  the  school 
must  be  brought  to  a  desire  to  improve  the  school  grounds,  to  take  pride 
in  them,  and  to  wish  to  help  in  making  them  beautiful.  Do  not  despair 
if  this  is  difficult  of  attainment.  It  has  always  been  so. 

We  would  begin  something  like  this,  assuming  that  the  yard  is  fenced. 
If  it  is  not,  then  the  teacher  will  have  a  little  harder  task.  Let  the 
teacher  decide  to  celebrate  an  Arbor  Day  by  planting  some  trees  or 

shrubs  and  having  any  other  exercises 
he  likes.  The  first  thing  he  will  do, 
of  course,  is  to  talk  to  the  trustees 
about  it.  They  will  say  that  they  are 
very  busy;  that  they  have  tried  plant- 
ing trees  before;  and  that  they  do  not 
believe  it  will  pay.  Let  their  excuses 
go  in  at  one  ear  and  out  at  the  other. 
Keep  after  them,  judiciously  of  course, 
but  don't  take  CtNo"  for  an  answer. 
They  are  patient  men.  at  least  all  the 
trustees  we  know  are.  Get  their  wives 
and  other  women  of  the  neighborhood 
interested.  Find  out  where  trees  which 
will  grow  in  that  particular  section  can 
be  obtained,  and  plan  some  way  to  get  some.  Plan  for  a  basket  lunch 
with  the  children  at  noon.  Get  some  of  the  men  to  promise  to  come 
and  dig  holes  for  the  trees.  Get  some  one  to  bring  three  or  four  barrels 

of  water,   if  there    is   not    sufficient    water    at    the    r i 

schoolhouse  to   give  each   hole   a   half   barrel,  and 
each  tree  a  half  barrel  after  it  is  planted. 

A  plan  of  the  grounds  should  always  be  made 
before  any  work  is  done,  and  on  this  plan  should 
be  indicated  the  exact  spots  for  planting  trees, 
shrubs,  vines,  and  flowers.  The  first  thing  to  locate, 
however,  is  sufficient  playground  for  the  children. 
The  latter  must  always  have  room  to  run  and  play, 
and  must  never  feel  restricted  by  the  too  near  pres- 
ence of  flowers  and  shrubs.  But  even  after  large 
clear  play  spaces  have  been  set  aside  you  will  find 
ample  room  for  ornamentation.  Then  plan  with  care 
and  for  years  to  come.  Trees  and  shrubs  are  so  slow 
of  growth  that  no  mistakes  in  original  planting  can 
be  afforded. 


—  10  — 


Let  me  urge  on  you,  in  making  your  plan,  not  to  waste  your  energies 
in  placing  great  quantities  of  varieties  of  plants  and  flowers  in  the  space 
given,  or  in  stripping  away  all  the  old  landmarks  and  reducing  your 
grounds  to  formal  gardens  of  walks  and  beds  and  borders,  but  to  take 
things  as  you  find  them,  to  study  them  closely  and  in  detail,  and  in 
their  relation  to  the  whole,  that  you  may  know  best  what  use  to  make  of 
them;  and  above  all  to  get  such  a  conception  of  the  possibilities  of  that 
bit  of  landscape  which  you  have  set  about  to  beautify,  that  you  will 
arrange  for  the  planting  of  no  tree  or  shrub  or  vine  without  first  being 
able  to  see  just  what  its  relation  to  your  whole  scheme  will  be. 

THE  PLAN 

The  first  essential  for  the  work  of  beautifying  the  grounds  will  be  a 
plan.  The  beginning  of  this  plan  may  be  a  rough  sketch  of  the  area 
on  which  the  school  building  stands,  with  directions  and  distances 
marked  upon  it.  Next,  locate  the  permanent  objects,  such  as  trees  and 
buildings.  Determine  next  the  main  lines  of  travel  leading  to  the 

schoolhouse  and  use 
these  as  a  basis  for  the 
permanent  walks,  unless 
there  is  some  good  reason 
for  changing  the  main 
paths.  The  walks  and 
drives  should  be  straight, 
if  distances  are  less  than 
100  feet,  and  gently 
curved  if  longer,  so  as  to 
admit  of  the  use  of  trees 
and  shrubs  along  the 
border.  The  outlook 
from  each  door  and  win- 
dow should  be  carefully 
inspected  before  deter- 
mining which  objects  in  the  landscape  should  be  retained  in  view  and 
which  hidden  or  concealed  by  the  use  of  trees  and  shrubs. 

Trees  and  shrubs  should  be  confined  chiefly  to  the  borders  of  the 
place,  and  in  rural  schools  the  trees  should  be  so  located  as  to  give  pro- 
tection from  storms  in  winter  and  from  the  sun  in  summer,  and  at  the 
same  time  to  produce  a  pleasing  effect.  Shrubs  may  be  employed  to 
an  advantage  in  screening  unsightly  objects.  The  plans  of  the  grounds 
will  serve  both  as  an  exercise  in  geography  and  arithmetic,  and  if  the 
pupils  are  encouraged  to  make  such  designs  that  their  interest  in  the 
work  will  be  assured  and  a  practical  application  of  the  principles 
taught  in  the  schoolroom  will  be  a  result  of  no  little  value. 


Pleasant  School  Surroundings  Make  Happy   Hearts  and 
Smiling  Faces." 


— 11  — 


WHAT  TO  PLANT 

Lawns  are  the  foundation  of  all  decorative  planting.  A  good,  well- 
kept  lawn  contributes  more  to  the  beauty  of  grounds  than  any  other 
single  factor.  They  require  constant  attention,  a  sure  water  supply 
and  are  therefore  possibly  only  practicable  in  city  school  yards  where 
a  gardener  is  employed  the  year  round. 


SHRUBS 

5HRUBS  should  never  be  planted  singly  in 
the  school  yard,  but  should  be  grouped  in 
masses  in  fence  corners  and  elsewhere.  The 
location  of  the  shrubbery  should  be  very  definitely 
indicated  on  the  school  ground  plan.  Large  groups 
of  shrubs  may  be  used  as  screens  for  outbuild- 
ings. Use  the  taller  varieties  as  a  background 
and  plant  the  lower  in  front.  If  it  is  desired  to 
plant  shrubbery  along  a  fence  line,  do  not  plant 
with  geometric  exactness,  but  let  the  outline 
waver,  showing  high  dense  masses  in  some  places 
and  perhaps  only  single  low  bushes  in  others. 

VARIETIES  OF  SHRUBS 

THE  LILAC  is  one  of  the  best  shrubs  for  school  grounds.  Its  deep 
green  leaves  make  a  good  screen  during  most  of  the  year,  and  the  masses 
of  beautiful,  delicately-tinted  and  perfumed  blossoms  come  during  the 
school  term.  It  is  especially  free  from  insect  attack. 

EUONYMUS  JAPONICUS  depends  upon  its  strongly-colored  yellow  and 
green  leaves  for  its  beauty.  Grows  equally  well  in  the  north  or  south 
and  is  a  hardy. shrub. 

SYKINGEA  OR  MOCK  ORANGE  grows  well,  and  produces  excellent  foliage 
and  pretty  white  blossoms. 

POMEGRANATE  when  planted  thickly,  is  good  in  fence  corners  and 
along  roadways.  Its  brilliant  scarlet  flower  and  large,  peculiar  fruit, 
filled  with  juicy  morsels,  make  it  a  valuable  addition  to  school  planta- 
tions. 

BRIDAL  WREATH  is  showy  when  in  bloom,  and  is  a  good  "filler." 

OLEANDER  grows  well,  produces  a  strong  foliage,  and  bears  an  abund- 
ance of  flowers.  It  is  said  to  be  poisonous  for  stock. 

PORTUGAL  LAUREL  is  splendid,  forming  a  solid  pyramidal  mass  of  green. 
Cherry  Laurel  makes  a  larger  tree,  equally  as  good,  not  pyramidal. 
Both  have  large,  glossy  evergreen  leaves.  The  Cherry  Laurel  has  semi- 
edible  fruits.  Neither  of  these  is  a  true  laurel.  Our  Native  Laurel, 
or  Bay  Tree,  is  splendid  for  some  places. 


—  12  — 


VINES 

VINES  are  wonderful  beaut  ifiers 
and  may  be  used  to  cover  almost 
any  unsightly  spot  on  the  school 
grounds.  They  look  well  climbing 
over  porches  and  between  windows, 
over  old  stumps  and  along  fences.  It 
is  probably  best  not  to  plant  vines  so 
that  they  will  come  directly  in  contact 
with  the  outside  of  the  school  building, 
though  in  some  cases  they  may  preserve 
rather  than  injure  it.  Professor  Clark 
gives  the  following  device  for  protecting 
the  building:  "If  it  is  deemed  advis- 
able to  have  the  vines  on  the  school 
building,  netted  wire  fencing  may  be  attached  to  the  cornice.  First  drive 
staples  into  the  cornice  where  it  is  desired  to  fasten  the  support  for  the 
vines.  Then  bend  the  free  ends  of  the  wire  netting  and  hook  them 
directly  into  the  staples.  The  lower  end  of  the  fencing  may  then  be 
fastened  securely  to  the  stakes  driven  into  the  ground  directly  below  the 
cornice.  This  support  can  be  taken  down  without  injury  to  the  vines 
whenever  it  is  desirable  to  paint  the  schoolhouse." 

VARIETIES  OF  VINES 

MORNING-GLORY  grows  vigorously  and  is  an  active  climber.  Its  large 
leaves  and  great  bright-colored  flowers  will  hide  unsightly  outbuildings 
and  efface  rough  lines  and  poorly  made  fences.  The  variety  locally 
known  as  ''moon  vine''  is  very  desirable;  it  is  vigorous  with  no  irriga- 
tion. 

VIRGINIA  ORKEPER  is  a  royal  vine  clinging  tenaciously  to  that  which 
supports  it  and  is  an  excellent  vine  for  all  decorative  purposes.  Very 
attractive  on  brick  walls. 

IVY,  though  somewhat  slow  growing,  can  be  used  to  a  great  advantage 
as  a  screen  for  woodsheds,  outbuildings,  and  the  like,  and  when  grown, 
its  primings  afford  the  teacher  a  constant  supply  for  interior  decorations. 

HONEY  STCKI.E  winds  and  wreaths  itself  about  its  support  prettily  and 
brings  bright  colored  leaves  and  delicate  clusters  of  slender  white  blos- 
soms whose  sweet  perfume  attracts  butterfly  and  bee. 

JASMINE  grows  well  in  the  southern  section:  its  leaves  are  dainty  and 
the  perfume  from  its  tiny  blossoms  is  exquisite. 

TRUMPET  FLOWER  grows  on  a  sprangly,  shade  affording  vine;  the  flowers 
are  trumpet-shaped,  and  of  a  dark  red  hue. 


—  13  — 

ROSES  of  climbing  varieties  are  excellent,  if  pruned  and  cared  for. 

THE  BANKSIA  are  very  desirable,  as  they  are  beautiful  and  thornless. 
They  are  excellent  to  plant  close  by  hydrant?. 

THK  TECOMAS  are  very  fine  as  vines.  These  and  the  Bignonias  are  very 
beautiful,  and  as  they  are  rapid  growers,  they  are  very  desirable  in  the 
southern  part  of  the  State.  They  are  in  bloom  for  a  long  time.  The 
different  colored  flowers  give  chance  for  attractive  variety. 

PLUMBAGO  is  one  of  our  most  attractive  and  most  desirable  vines  in  the 
southern  counties.  The  great  lavender  colored  bloom  of  tho  large 
flowered  solanurn  makes  it  one  of  our  most  choice  vines.  It  is  tender 
of  frost. 

FLOWERS 

DO  NOT  too  greatly  indulge  your  ta^te  for  flowers.  Flowers  require 
more  attention  than  hardy  shrubs  and  vines,  and  when  school  is 
closed  for  the  long  vacation  they  are  apt  to  suffer.  However,  if  ar- 
rangement can  be  marie  to  give  them  proper  care,  a  few  perennials,  and 
even  some  annuals  may  1)6  planted  if  they  are  confined  to  borders  and  out- 
of-the-way  places!  It  should  also  be  remembered  that  flower  beds  are 
unsightly  mounds  during  a  great  portion  of  the  year.  A  few  hollyhocks 
near  one  of  the  buildings  will  help  to  decorate,  while  a  bed  of  variegated 
nasturtiums  will  give  a  flaming  patch  of  color  and,  like  the  cosmos,  will 
afford  material 
for  drawing  or 
for  color  lessons. 
There  are  several 
hardy  varieties  of 
geraniums  which 
grow  well  and 
without  a  great 

Frequent  enrichment  of  the  soil  is  necessary  to  the 
flowers.     Aside    from  those    named,    there   are   few 


deal  of  attention, 
proper    growth    of 


flowers  suitable  for  school  yard  planting,  especially  in  the  rural  districts. 


There  never  was  a  mystery 
But  'tis  figured  in  the  flowers ; 

Was  never  secret  history 

But  birds  tell  it  in  the  bowers. 


—  12  — 


VINES 

VINES  are  wonderful  beautifiers 
and  may  be  used  to  cover  almost 
any  unsightly  spot  on  the  school 
grounds.  They  look  well  climbing 
over  porches  and  between  windows, 
over  old  stumps  and  along  fences.  It 
is  probably  best  not  to  plant  vines  so 
that  they  will  come  directly  in  contact 
with  the  outside  of  the  school  building, 
though  in  some  cases  they  may  preserve 
rather  than  injure  it.  Professor  Clark 
gives  the  following  device  for  protecting 
the  building:  "If  it  is  deemed  advis- 
able to  have  the  vines  on  the  school 
building,  netted  wire  fencing  may  be  attached  to  the  cornice.  First  drive 
staples  into  the  cornice  where  it  is  desired  to  fasten  the  support  for  the 
vines.  Then  bend  the  free  ends  of  the  wire  netting  and  hook  them 
directly  into  the  staples.  The  lower  end  of  the  fencing  may  then  be 
fastened  securely  to  the  stakes  driven  into  the  ground  directly  below  the 
cornice.  This  support  can  be  taken  down  without  injury  to  the  vines 
whenever  it  is  desirable  to  paint  the  schoolhouse." 

VARIETIES  OF  VINES 

MORNING-GLORY  grows  vigorously  and  is  an  active  climber.  Its  large 
leaves  and  great  bright-colored  flowers  will  hide  unsightly  outbuildings 
and  efface  rough  lines  and  poorly  made  fences.  The  variety  locally 
known  as  "moon  vine"  is  very  desirable;  it  is  vigorous  with  no  irriga- 
tion. 

VIRGINIA  CREEPER  is  a  royal  vine  clinging  tenaciously  to  that  which 
supports  it  and  is  an  excellent  vine  for  all  decorative  purposes.  Very 
attractive  on  brick  walls. 

IVY,  though  somewhat  slow  growing,  can  be  used  to  a  great  advantage 
as  a  screen  for  woodsheds,  outbuildings,  and  the  like,  and  when  grown, 
its  prunings  afford  the  teacher  a  constant  supply  for  interior  decorations. 

HONEY  SUCKLE  winds  and  wreaths  itself  about  its  support  prettily  and 
brings  bright  colored  leaves  and  delicate  clusters  of  slender  white  blos- 
soms whose  sweet  perfume  attracts  butterfly  and  bee. 

JASMINE  grows  well  in  the  southern  section:  its  leaves  are  dainty  and 
the  perfume  from  its  tiny  blossoms  is  exquisite. 

TRUMPET  FLOWER  grows  on  a  sprangly,  shade  affording  vine;  the  flowers 
are  trumpet-shaped,  and  of  a  dark  red  hue. 


—  13  — 

ROSES  of  climbing  varieties  are  excellent,  if  pruned  and  cared  for. 

THE  BANKSIA  are  very  desirable,  as  they  are  beautiful  and  thornless. 
They  are  excellent  to  plant  close  by  hydrants. 

THK  TECOMAS  are  very  fine  as  vines.  These  and  the  Bignonias  are  very 
beautiful,  and  as  they  are  rapid  growers,  they  are  Very  desirable  in  the 
southern  part  of  the  State.  They  are  in  bloom  for  a  long  time.  The 
different  colored  flowers  give  chance  for  attractive  variety. 

PLUMBAGO  is  one  of  our  most  attractive  and  most  desirable  vines  in  the 
southern  counties.  The  great  lavender  colored  bloom  of  the  large 
flowered  solanum  makes  it  one  of  our  most  choice  vines.  It  is  tender 
of  frost. 

FLOWERS 

DO  NOT  too  greatly  indulge  your  taste  for  flowers.  Flowers  require 
more  attention  than  hardy  shrubs  and  vines,  and  when  school  is 
closed  for  the  long  vacation  they  are  apt  to  suffer.  However,  if  ar- 
rangement can  be  made  to  give  them  proper  care,  a  few  perennials,  and 
even  some  annuals  may  be  planted  if  they  are  confined  to  borders  and  out- 
of-the-way  places!  It  should  also  be  remembered  that  flower  beds  are 
unsightly  mounds  during  a  great  portion  of  the  year.  A  few  hollyhocks 
near  one  of  the  buildings  will  help  to  decorate,  while  a  bed  of  variegated 
nasturtiums  will  give  a  flaming  patch  of  color  and,  like  the  cosmos,  will 
afford  material 
for  drawing  or 
for  color  lessons. 
There  are  several 
hardy  varieties  of 
geraniums  which 
grow  well  and 
without  a  great 

deal  of  attention.  Frequent  enrichment  of  the  soil  is  necessary  to  the 
proper  growth  of  flowers.  Aside  from  those  named,  there  are  few 
flowers  suitable  for  school  yard  planting,  especially  in  the  rural  districts. 


There  never  was  a  mystery 
But  'tis  figured  in  the  flowers ; 

Was  never  secret  history 

But  birds  tell  it  in  the  bowers. 


—  14 


SUGGESTIONS  FOR  WINDOW  BOXES 


O  T  H   city  and  country  schools  have  found  that 
outside  window  boxes,  properly  prepared  and 
properly  cared  for,  add  materially  to  appear- 
ances   of    otherwise    unattractive    buildings. 
These  boxes  should  never  be  built  in  second 
story    windows    nor    suspended    by   wires   or 
cords,  for  kept  in  such  a  manner  they  are  a  con- 
stant menace  to  the  children  who  play  beneath 
them.     One  accident  caused  by  an  insufficiently 
secured  window  box  would  do  more  to  harm  school 
improvement  work  than  all  window  boxes  are  worth. 
Make  the  box  six  or  eight  inches  deep,  twelve  to 
fifteen  inches  wide,  and  as  long  as  the  window  is  wide. 
Build  securely  upon  the  window  sill,  but  do  not  allow  box 
£=>     to  interfere  with  free  movement  of  windows. 

Fill  the  boxes  with  fine,  rich  soil,  and  fasten 

firmly  to  the  sunniest  window.  Place  similar  boxes  on  the  porch  or 
fence.  Plant  morning-glories  on  the  side  nearest  the  house  and  train 
up  on  strings.  Plant  climbing  nasturtiums  near  the  outside  to  hang 
down  over  the  box. 

Plant  marigolds,  asters  or  verbenas  in  middle  of  box.  Plants  should 
stand  four  or  five  inches  apart. 

Boxes  need  water  every  day. 

In  watering  care  should  be  taken  not  to  overflow  the  box  so  that  the 
adjacent  school  wall  will  become  soil-stained  and  defaced.  Plant  the 
flowers  that  will  grow  best  in  cramped  quarters  and  are  best  suited  for 
decorative  and  nature  study  purposes. 


The  best  and  highest  thing  a  man  may  do  in  a  day  is  to  sow  a  seed, 
whether  it  be  in  the  shape  of  a  word,  an  act,  or  an  acorn. 


—  15  — 


SAVE  THE  BIRDS ! 

BY   HENRIETTA    F.    GROUT. 

WHEN  the  equilibrium  is  destroyed  between  plant  and  insect  life 
by  the  destruction  of  insect  eating  and  seed  eating  birds,  man 
suffers.  One  of  the  objects  of  the  Audubon  Society  is  to  create  a 
sentiment  against  the  slaughter  and  use  of  birds  for  decoration,  and  now 
that  the  furor  is  at  its  height,  the  thousands  of  members  throughout  the 
country  should  at  least  do  some  active  work  in  creating  a  public  senti- 
ment against  this  cruel  fad.  It  is  to  be  confessed  with  shame  that 
woman's  love  of  ornament  has,  in  the  last  year,  led  to  the  destruction  of 
thousands  of  humming  birds,  bobolinks  and  red  wing  blackbirds.  Texas 
alone  furnished  10,000  white  egrets  and  one  village  in  Long  Island  sent 
70,000  bird  skins  to  the  New  York  market.  The  small  state  of  Delaware 
furnished  20,000  in  two  months.  The  total  slaughter  the  past  year 
reached  500,000,000  birds  in  our  own  country,  whose  plumage  was  used 
to  decorate  women's  hats. 

Thoughtlessness  and  ignorance  can  no  longer  be  used  as  excuses  for 
this  barbarous  fashion.  So  many  appeals  have  been  made  to  the  head 
and  heart  of  women  throughout  our  country,  and  many  noble  women 
have  pledged  themselves  to  wear  no  bird  plumage  but  ostrich  feathers. 
Let  us  women  continue  the  crusade.  Let  the  women  say  the  word  and 
this  useless  sacrifice  of  bird  life  will  cease  and  farmers  will  not  need  to 
spend  $400,000,000  annually  in  destroying  insects,  the  birds  will  eat 
their  natural  food,  insects,  grubs  and  weed  seeds,  and  our  eyes  and  ears 
will  be  delighted  with  the  beautiful  forms  and  sweet  songs  of  innumer- 
able birds. 


—  16  — 

TREES 

YOU  may  have  some  fine  trees  growing  on  the  school  grounds,  but  if 
you  have  not,  a  few  strong  specimens  should  be  set  out.    Some  may 
also  be  planted  outside  the  grounds,  along  the  road.     If  the  trees 
selected   embrace    both   timber,  fruits,  and   ornamentals,  the   greatest 
variety  will  be  afforded  both  for  skill  in  planting  and  for  study.     The 
timber  trees  should  be  representative  of  the  region  and  include  both 


deciduous  and  evergreen  species.  The  preponderance  of  the  species 
need  not  be  based  on  the  natural  forest  of  the  region;  on  the  contrary 
it  will,  in  a  majority  of  cases,  be  found  most  desirable  to  have  a  pre- 
dominance of  deciduous  trees  in  the  school  ground  plantings. 

Trees  are  protective  in  proportion  to  their  power  to  deflect  or  break 
the  force  of  the  wind  and  the  part  they  play  in  screening  or  shutting 
out  undesirable  and  obtrusive  objects  in  the  landscape.  They  are 
beautiful  as  individuals  because  of  their  foliage,  flowers,  or  habit  of 
growth,  and  collectively  in  proportion  to  the  harmony  existing  in  their 
ever-changing  colors  or  their  manner  of  growth.  In  fact  trees,  like 
individuals,  possess  marked  family  characteristics;  in  the  tree  these 
peculiarities  produce  its  expression.  The  expression  of  some  trees  is 
somber  and  sad,  of  some,  bright  and  happy,  and  of  others  dignified 
and  strong.  The  aspect  of  a  place,  as  well  as  its  effect,  upon  those  who 
frequent  it  is  largely  determined  by  the  expression  given  it  by  the 
plants  surrounding  it.  Trees,  without  our  knowing  it,  exert  a  decided 
influence  upon  us.  If  we  are  in  harmony  with  them  they  rest  and 
inspire  us;  if  downcast,  and  the  expression  of  the  trees  about  us  is 
somber,  we  get  the  blues  and  become  discouraged.  The  expression  of 


-  17  - 

the  trees  used  about  the  home  or  the  school  should  be  elevating  and 
inspiring  rather  than  somber  and  depressing. 

The  United  States  Department  of  Agriculture  has  the  following  to 
say  about  trees  to  plant  in  school  grounds: 

The  first  rule  to  lay  down  is  to  plant  only  the  kinds  that  are 
known  to  be  hardy.  A  school-ground  plantation  is  no  place 
for  experiment.  Naturally  the  trees  will,  have  to  endure 
greater  hardships  than  those  of  private  plantation;  they  will 
be  likely  to  have  less  cultivation  and  be  subject  to  more  abuse. 
No  matter  how  strict  the  rules,  the  soil  about  them  will  be 
more  or  less  trampled,  and  twigs  will  sometimes  be  broken 
from  their  tops.  Any  tree  that  can  not  endure  moderate  abuse 
of  this  kind  should  not  be  given  a  place  on  the  school  ground. 
On  account  of  difference  in  soil,  a  tree  that  thrives  in  one 
place  in  a  locality  may  not  thrive  in  another  place.  Sandy 
soils  and  clay  soils  are  often  found  near  together,  and  trees 
that  grow  thriftily  in  sandy  soil  may  have  a  hard  struggle  to 
exist  when  planted  in  clay.  For  this  reason  both  the  soil  and 
the  subsoil  of  the  school  ground  should  be  carefully  examined, 
and  a  list  should  be  made  of  trees  in  the  neighborhood  that  are 
thriving  on  soils  of  the  same  character,  and  no  other  species 
should  be  used.  Much  better  success  may  be  expected  with 
a  soil  and  subsoil  of  a  porous  character  than  with  one  that 
is  tenacious  and  impenetrable.  Yet  a  careful  study  will  show 
numerous  species  adapted  to  each  kind  of  soil. 

The  school  ground  being  permanent  and  the  need  of  trees  continu- 
ous, for  the  most  part  long-lived  trees  should  be  used.  But  where  the 
present  need  of  trees  is  great,  there  is  another  Me  to  the  question.  A 


short-lived  tree  grows  quickly,  coming  into  early  usefulness,  and  serves 
its  purpose  for  from  twenty-five  to  fifty  years.     A  long-lived  tree  usually 


—  18  — 

grows  more  slowly,  but  serves  its  purpose  for  a  century  or  more.  In 
many  cases  it  is  advisable  to  use  the  two  kinds  in  such  a  way  that  the 
long-lived  trees  will  become  useful  about  the  time  the  short-lived  trees 
reach  maturity.  The  latter  then  can  be  removed,  leaving  the  ground 
to  the  long-lived  trees. 


T 


TREE  PLANTING 

REES  for  school  grounds  and  yards,  along  roadsides  and  streets,  must 
be  such  as  are  least  liable  to  suffer  from  injuries;  they  should  be  com- 
pact and  symmetrical  in  shape,  free  from  objectionable  habits,  such 

as  bad  odors, 
root-sprouting, 
frequent  drop- 
ping of  parts, 
and  from  in- 
sect pests,  and, 
if  planted  for 
shade,  should 
have  a  broad 
crown  and  a 
dense  foliage, 
budding  early 
in  the  spring 
and  retaining 
leaves  long 
into  the  fall. 

Trees  native 
to  the  region 
in  which  the 
planting  is 
done  usually 
have  more 
promise  of  suc- 
cess and  are 
generally  less 
costly  than 
exotics.  Trees 
from  well- 
managed  nur- 
series are  pref- 
erable to  those 
grown  in  the 

The  Groves  Were  God's  First  Temples.  forest,    because 


—  19  — 


their  root -system  is  better  prepared  for  transplanting.  Rapidly 
growing  trees,  although  giving  shade  soonest,  are  mostly  short- 
lived and  become  the  soonest  unsightly.  Trees  from  the  forest  have  a 
wide-spreading  root-system,  which  is  difficult  to  take  up  and  trans- 
plant. Those  which  have  grown  in  the  shade  of  the  forest,  as  a  rule,  do 
not  start  easily  in  the  open  sunlight;  those  from  the  cool  north  sides  are 
apt  to  sicken  when  placed  in  hot  exposures,  and  vice  versa.  A  healthy 
tree  transferred  from  poor  soil  into  better  conditions  will  show  itself 
grateful  by  vigorous  development.  If  forest  trees  must  be  used,  it  is 
better  to  select  those  growing  on  the  edges  and  thus  most  isolated, 
because  they  have  already  learned  to  protect  themselves  by  growing 
heavier  bark.  If  trees  growing  in  thick  woods  are  taken  up  they  are 
almost  sure  to  die,  no  matter  how  much  care  is  given  them,  because 
they  are  accustomed  to  protection  from  surrounding  trees  and  brush. 

Do  not  try  to  transplant  very  large  trees.  Trees  of  any  size  can  be 
successfully  transplanted;  but  in  proportion  to  the  size  grows  the 
difficulty,  the 
amount  of  work, 
and  the  care 
necessary.  As  a 
rule  the  largest 
size  should  not 
exceed  two  to 
three  inches  in 
diameter  at  the 
base  and  ten  to 
fifteen  feet  in 
height.  Those 

one  half  that  size  will  probably  make  better  growth,  because  less  of 
their  root-system  will  be  curtailed  in  taking  them  up  for  transplanting. 
A  tree  suitable  for  transplanting  should  have  (a)  an  abundance  of 
fibrous  roots  (b)  in  a  normal  form,  and  (c)  a  well  proportioned  devel- 
opment of  shaft  and  crown. 


THE  WORK  OF  TRANSPLANTING 

Transplanting  is  an  artificial  process,  requiring  both  knowledge  and 
care.  If  there  is  a  skilled  tree-planter  in  the  neighborhood,  interest 
him  in  Arbor  Day;  take  his  advice  about  the  better  trees  to  plant  first 
and  their  location,  and  get  him  to  see  that  roots  and  branches  are  prop- 
erly pruned,  that  the  holes  are  of  the  proper  size  and  depth,  that  the 
soil  is  filled  in  around  the  roots  as  it  should  be,  and  that  the  tree  is 
properly  protected.  If  he  will  let  the  older  pupils  assist  him  in  doing 
the  actual  work,  and  afterward  talk  to  them  in  a  simple,  direct  way 


—  20  - 

about  the  care  of  the  trees,  so  much  the  better.    Be  sure  to  give  him  the 
opportunity. 

The  time  for  transplanting  trees  varies  with  the  locality  and  the  sea- 
son. Trees  should  be  moved  before  they  have  budded  and  blossomed, 
for  after  the  leaves  have  opened  they  can  not  obtain  sufficient  nourish- 
ment from  the  newly  planted  roots,  and  after  sapping  the  life  from 
the  tree,  wither  and  die. 

In  considering  how  the  transplanting  is  to  be  done  we  must  remember 
that  a  tree  is  a  thing  of  life,  that  it  can  not  be  removed  from  its  place 
of  growth  and  set  in  another  place  without  interfering  for  a  time  with 
the  regular  operation  of  its  vital  forces.  For  this  reason  the  trans- 
planting should  be  done  at  a  season  when  the  vital  forces  are  least 
active,  and  care  should  be  taken  to  avoid  as  much  as  possible  all  injury 
to  the  roots  of  the  tree,  both  in  taking  it  up  and  in  resetting  it.  The 
time  between  the  two  operations  should  be  as  short  as  possible,  and 
during  the  interval  the  roots  should  be  entirely  protected  from  both  sun 
and  wind  by  covering  them  with  damp  moss  or  dipping  them  in  a  thin 
mud  made  by  mixing  rich  soil  and  water,  and  then  wrapping  them  in  a 
coarse  damp  cloth  or  canvas.  If  the  removal  and  resetting  can*be  done 
on  a  cloudy  day,  so  much  the  better.  Not  even  the  fine,  fibrous  rootlets 
should  be  allowed  to  become  dry.  It  would  be  well  if  the  hole  could  be 
prepared  in  advance  for  the  reception  of  the  tree.  Let  it  be  broad 
enough  to  receive  the  roots  without  any  bending  or  cramping.  It  may 
better  be  too  broad  than  too  narrow  and  a  little  deeper  around  the  mar- 
gin than  in  the  center.  It  would  be  better  if  deep  enough,  that  it 
receive  a  layer  of  rich  garden  soil  or  leaf  mold  three  or  four  inches  thick 
on  which  the  tree  may  stand.  A  pile  of  similar  soil  should  be  ready  as 
soon  as  the  tree  is  put  in  position  to  sift  over  its  roots  and  pack  down 
upon  and  between  them.  Settle  this  soil  still  more  about  the  fibrous 
roots  by  giving  it  a  copious  sprinkling  with  a  watering  pot.  Finally, 
fill  the  hole  with  soil  and  cover  the  surface  with  a  layer  of  manure,  to 
act  as  a  mulch  and  keep  the  soil  moist  about  the  roots.  Put  no  manure 
in  the  hole  nor  in  contact  with  the  roots.  Plant  no  tree  so  near  the 
schoolhouse  that  in  after  years  it  will  unduly  shade  the  windows  and 
darken  the  schoolroom.  Do  not  plant  the  trees  too  close  to  each  other. 
Give  them  an  abundance  of  room  to  form  broad,  well  shaped  heads. 
Before  taking  up  the  tree  to  be  transplanted,  it  is  well  to  cut  away  any 
slender,  feeble,  irregular  or  superfluous  branches,  in  order  to  reduce  the 
head  to  good  shape  and  to  diminish  the  demand  that  would  otherwise 
be  made  upon  the  roots  for  support  at  a  time  when  they  are  not  able 
to  supply  the  usual  amount  of  moisture  and  nourishment. 


—  21  — 


HOW  TO  PLANT  A  TREE 

The  following,  from  "  The  Tree  Book,"  by  Doubleday,  Page  &  Co., 
presents  briefly  and  forcibly  the  steps  to  be  taken  in  the  proper  planting 
of  a  tree: 

1.  Dig  the  hole  wider  and  deeper  than  the  tree  requires.  If  the  tree 
just  fits  into  the  socket  the  tips  of  the  roots  will  meet  a  hard  wall  which 

they  are  too  delicate  to  penetrate,  hold 
fast  to  or  feed  in. 

2.  Be   sure  that   the    surface  soil  is 
hoarded  at  one  side  when  the  hole  is 
dug.     This  soil  is  mellow  and  full  of 
plant  food.     The  under  soil  is  harder 
and  more  barren.     Some  rich   garden 
soil  can  well  be  brought  over  and  used 
instead  of  this  subsoil. 

3.  Take  up  as  large  a  root-system  as 
possible   with  the  tree  you   dig.     The 
smaller  the  ball  of  earth  the  greater  the 
loss  of  feeding  roots  and  the  danger  of 
starvation  to  the  tree. 

4.  Trim    all   torn  and   broken   roots 
with  a  sharp  knife.     A  ragged  wound 
below  or  above  ground  is  slow  and  un- 
certain in  healing.     A  clean,  slanting 

cut  heals  soonest  and  surest. 

5.  Set  the  tree  on  a  bed  of  mellow  soil  with   all  its  roots  spread 
naturally. 

6.  Let  the  level  be  the  same  as  be- 
fore.    The  tree's  roots  must  be  planted, 
but  not  buried  too  deep  to  breathe.     A 
stick  laid  across  the  hole  at  the  ground 
level  will  indicate  where  the  tree  "col- 
lar" should  be. 

7.  Sift   rich    earth,    free  from  clods, 
.among  the  roots.     Hold  the  tree  erect 
and  firm;  lift  it  a  little   to  make  sure 
the  spaces  are  well  filled  underneath. 
Pack  it  well  down  with  your  foot. 

8.  If  in  the  growing  season,  pour  in 
water  and  let  it  settle  away.    This  estab- 
lishes contact  between   root  hairs  and 
soil  particles,  and  dissolves  plant  food 
for  absorption.     If  the  tree  is  dormant 
•do  not  water  it. 


—  22  — 


9.  Fill  the  hole  with  dirt.  Tramp  in  well  as  filling  goes  on.  Heap 
it  somewhat  to  allow  for  settling.  If  subsoil  is  used,  put  it  on  last. 
Make  the  tree  firm  in  its  place. 

10.  Prune  the  top  to  a  few  main  branches  and  shorten  these.     This 
applies  to  a  sapling  of  a  few  years  whose  head  you  are  able  to  form. 

Older  trees  should  also  be  pruned  to 
balance  the  loss  of  roots.  Otherwise 
transpiration  of  water  from  the  foliage 
would  be  so  great  as  to  overtax  its 
roots,  not  yet  established  in  the  new 
place.  Many  trees  die  from  this  abuse. 
People  can  not  bear  to  cut  back  the 
handsome  top  though  a  handsomer  one 
is  soon  supplied  by  following  this  rea- 
sonable rule. 

11.  Water  the  tree  frequently  as   it 
first  starts.     A  thorough  soaking  of  all 
the  roots,  not  a  mere  sprinkling  of  the 
surface    soil,    is    needed.     Continuous 
growth  depends  on  moisture  in  the  soil. 
Drainage  will  remove  the  surplus  water. 

12.  Keep  the  surface  soil  free  from 
cakes  or  cracks.     This  prevents  exces- 

sive   evaporation.     Do    not   stir  the  soil  deep  enough  to  disturb   the 
roots.     Keep  out  grass  and  weeds. 


TEACHERS,  PLANT  TREES! 

Teachers,  plant  trees!  They  will  re- 
ward you.  We  can  not  all  find  time 
nor  well  afford  to  build  anything  like 
the  triumphal  arches  of  the  Caesars  to 
commemorate  our  deeds  upon  the  school 
ground,  but  we  can  easily  plant  a  few 
trees  in  our  school  yard  which  will 
stand  as  living  monuments  to  what  we 
accomplished,  long  after  our  every  other 
endeavor  has  been  wrapped  in  the 
paper  of  recollection,  perfumed  by  the 
lavender  of  memory,  and  long  covered 
bv  the  dust  of  time. 


—  23  — 

TREES  FOR  PLANTING 

ACACIA  BLACK-WOOD— An   evergreen  of    value  in   semi-arid   regions; 
produces  symmetrical  crown  and  shapely  trunk. 

CATALPA  HARDY — Grows  rapidly,  pretty  foliage  and  bloom,  durable 

wood.     Must  be  protected  from  high  winds  and  stock,  branches  brittle. 

ELM,  SCOTCH— Splendid  tree  for  street  use;  foliage  luxuriant  and  comes 

early;  trunk  round  and  stout;  trees  symmetrical.     Probably  best  of  elm 

varieties. 

ELM,  CORK— A  hardy  and  vigorous  tree  of  great  value  for  roadside  or 

sidewalk  planting.     Shapely  and  easily  grown  in  Northern  California. 

GREVILLEA—  A  well  balanced  tree  of  divided  leaves   and   sprays   of 

brilliant   blossoms;  used  with    much    success   in  Southern  California. 

Somewhat  unsightly  as  it  grows  old. 

GUM,  BLUE — Commonest  of  the  many   varieties  of  Eucalyptus;  tall, 
noted  for  curative  properties  and  value  of    wood;  not  good  for  school 
yards  except  as  wind  break,  on  account  of  spreading  roots. 
HAWTHORN,  ENGLISH — An  attractive  small  tree. 

LOCUST — Wood  is  hard,  close-grained  and  strong;  makes  splendid  shade 
tree,  and  is  suitable  for  large  playgrounds;  bears  a  profusion  of  fragrant 
flowers. 

LINDEN — An  excellent  tree  for  the  coast  section. 

MAPLE,  CALIFORNIA — A  native  tree,  broad  leaved,  clean  in  growth,  of 
quick  growth,  adapted  to  all  soils,  though  doing  best  in  loam. 

MAGNOLIA — A  thrifty  tree  with  remarkably  fine  leaves  and  waxy  blos- 
soms. A  decorative  tree. 

POPLAR,  CAROLINA — Grows  well,  is  fine  appearing  and  very  shapely. 
POPLAR,  SILVER— So  called  from  silvered  leaves  which  flash  with  every 
breeze.     Ornamental,  hardy  and  of  striking  appearance. 

PECAN — Adapted  to  the  interior  valleys  where  it  acquires  great  size. 
PALMS — A  great  variety  of  palms;  of  great  decorative  value,  of  rather 
slow  growth,  require  much  room.     Suitable  for  lawns,  wide  avenues  or 
parked  spaces,  giving  a  tropic  air  to  the  landscape. 

PEPPER — Especially  adapted  to  Southern  California;  delicate  Nile 
green  foliage,  clusters  of  brilliant  red  berries,  and  graceful,  drooping 
foliage  make  it  an  excellent  tree  for  planting.  Stands  drouth  well, 
does  best  in  hot  climate,  and  is  perhaps  the  best  of  all  shade  trees 
south  of  Sacramento. 

UMBRELLA  — Affords  good  summer  shade,  has  crown  of  dense  foliage, 
which  in  autumn  takes  on  beautiful  hues.  Especially  adapted  to  San 
Joaquin  Valley  and  the  south. 

WALNUT,  CALIFORNIA — Another  tree  native  to  the  soil;  a  thriving,  pro- 
ductive and  easily  propagated  tree.  The  English  Walnut  is  also  a  good 
type  of  tree. 


—  24  — 

TREES,  SHRUBS,  AND  VINES 

SUITABLE  FOR  CALIFORNIA  SCHOOL  GROUNDS. 

By  DR.  HARVEY  HALL,  of  the  University  of  California. 

TREES 

ACACIAS  are  eminently  adapted  to  school  grounds;  rapid  growers  not 
particular  as  to  soil,  hardy,  easily  cared  for.  Of  the  feathery-leaved 
sorts  Acacia  mollissima  is  perhaps  the  best  and  develops  into  a  larger 
shade  tree  with  an  abundance  of  yellow  flowers  in  early  spring.  A. 
melanoxylon,  a  broad-leaved  species,  has  a  more  dense  foliage  and  is 
of  rather  somber  aspect.  A.  bailey  ana  is  very  handsome  as  a  lawn 
tree  ;  growth  erect,  foliage  silvery-white. 

ALBIZZIA  is  often  mistaken  for  Acacia,  which  it  resembles,  but  it  is 
even  more  rapid  in  its  growth,  endures  considerable  drought,  and  has 
larger  compound  leaves. 

AUSTRALIAN  BUSH-CHERRY  is  a  most  dignified  evergreen  tree,  carry- 
ing its  head  high,  but  with  gracefully  drooping  sprays  of  rather  small 
glossy-green  leaves.  The  edible  fruits  may  be  objectionable  in  a  tree 
for  school  yards. 

CAMPHOR  trees  are  suitable  for  districts  of  little  or  no  frost.  It  will 
furnish  material  for  demonstrating  the  commercial  preparation  of 
camphor. 

COTTONWOODS  are  large  deciduous  trees  suitable  for  playgrounds 
where  shade  during  the  summer  months  is  desired.  Best  grown  on  low 
ground  where  the  subsoil  is  moist.  Easy  and  rapid. 

LINDENS  are  among  the  most  hospitable  of  all,  their  whole  aspect 
being  one  of  welcome.  The  generously  broad  leaves  furnish  abundant 
shade  except  in  winter.  Hardy  and  easily  grown.  White  and  Silver 
Linden  is  the  best. 

MAPLES  are  well  known.  Where  a  large  tree  is  needed  our  native 
Broad-leaved  Maple  should  be  used.  The  Silver  Maple  is  somewhat  less 
spreading  but  more  handsome. 

MAYTEN  "Smilax  Tree,"  the  slender  parent  twigs  and  small  oval 
leaves,  simulating  sprays  of  smilax.  A  slow-grower,  eventually  forming 
a  tall  tree.  Evergreen  and  perfectly  hardy. 

OAKS  are  slow  growers,  but  a  few  should  be  planted,  where  possible, 
as  a  legacy  for  future  generations.  The  native  evergreen  Field  Oak,  or 
Encina,  is  one  of  the  best  for  shade  purposes. 

PEPPER  trees  are  always  satisfactory.  Care  should  be  taken  in  plant- 
ing to  see  that  only  staminate  trees  are  used,  since  the  berries  of  pistillate 
trees  cause  objectionable  litter. 


-  25  - 

PLANES  are  to  be  considered  along  with  Maples,  having  the  same  gen- 
eral characteristics.  The  Oriental  Plane,  related  to  our  native  so-called 
Sycamore,  is  by  far  the  best  sort,  forming  as  it  does  a  symmetrical 
round-topped  tree. 

MORETON  BAY  FIG.  This  is  sometimes  called  Rubber  Tree,  and  in  fact 
may  be  considered  as  one  sort  of  rubber  tree.  It  grows  to  immense  size 
with  widely  spreading  branches  which  will  eventually  throw  down 
aerial  roots,  as  in  the  case  of  the  noted  Banyan.  Suitable  only  for 
coast  counties. 

TAMARISK.  Here  we  have  an  easily  grown  beautiful  tree  particularly 
adapted  to  hot  dry  climates.  The  soil  should  be  kept  fairly  moist  if 
rapid  growth  is  desired,  but  the  tops  will  endure  the  hottest  bJasts  of 
our  deserts.  The  feathery,  spray-like  foliage  and  rose-colored  flowers 
especially  commend  it. 

SHRUBS 

BOTTLE-BKUSHKS  are  so  named  because  of  the  odd  shape  assumed  by 
the  brilliant  red  flower  clusters.  Eminently  adapted  to  dry  situations 
and  stand  pruning  well.  Callistemon  speciosus  is  the  most  showy. 

CASSIA.  An  evergreen  loosely  branched  plant  with  showy  yellow  blos- 
soms most  of  the  year.  Requires  but  little  attention,  is  perfectly  hardy, 
and  a  very  rapid  grower. 

CATALLNA  ISLAND  CHERRY,  a  native  son,  is  one  of  the  very  best  ever- 
green shrubs,  largely  because  of  its  glossy  green  foliage,  which  remains 
clean  even  to  the  end  of  a  long  dry  season.  The  flowers  are  rather 
small,  but  are  followed  by  large  purple  cherries,  which,  however,  are 
scarcely  edible.  Evergreen. 

CHOISYA  is  an  aristocratic  little  shrub  with  glossy-green  leaves  and 
beautiful  flowers,  resembling  orange  blossoms. 

COPROSMA  BAUERI  is  a  rather  ungainly  member,  but  its  bright  green 
leaves  are  as  glossy  as  though  varnished.  The  breathing  pores  are  col- 
lected into  minute  depressions  which  may  be  seen  on  the  back  of  the 
leaf.  This  is  to  protect  them  from  the  drying  action  of  the  hot  winds, 
for  the  species  is  a  native  of  the  New  Zealand  deserts;  evergreen  and  a 
slow  grower. 

DURANTA  and  PLUMBAGO,  yield  blue  flowers  in  masses. 

ESCALLONIA  is  much  used  in  all  parts  of  California.  It  is  a  rather 
coarse  shrub,  but  is  easily  grown.  The  deep  green  leaves  and  red  or 
white  flowers  are  pleasing. 

LION'S  EAR  will  make  a  good  showing  the  first  season;  bushy,  with 
showy  scarlet  flowers  in  whorls. 


—  26  — 

PITTOSPORUMS  are  plants  of  many  sorts.  They  are  easily  grown  and 
several  of  them  produce  very  fragrant  blossoms.  Some  are  adapted  to 
hedge  planting,  others  form  shrubs,  still  others  become  large  trees. 

PRIVET  is  a  tall,  very  hardy  shrub  with  small  white  flowers  in  fra- 
grant clusters,  but  most  prized  for  the  beauty  and  persistence  of  its 
foliage.  The  so-called  California  Privet  is  capital  for  trimmed  hedges. 

PHOTINIA  is  a  large,  rounded  shrub  with  large,  glossy  leaves,  some  of 
which  assume  beautiful  shades  of  pink  and  red,  very  conspicuous  in  the 
mass  of  green  foliage.  Unusual,  but  one  of  the  best. 

VINES 

AUSTRALIAN  PEA  VINE.  A  rapidly  growing  vine  particularly  suitable 
for  covering  outbuildings  and  for  screens.  The  small  leaves  persist 
throughout  the  winter.  Flowers  showy,  pea-like  in  shape,  magenta. 

IVY  of  several  sorts  is  grown  with  great  success  in  California.  The 
English  Ivy,  which  is  the  most  easily  grown,  requires  no  care,  is  splen- 
did for  covering  old  stumps  or  outbuildings  and  as  a  substitute  for 
lawns  on  embankments.  The  evergreen  leaf  is  broad  and  angular, 
thick  and  of  a  dark  green  color.  The  Boston  Ivy  is  more  dainty,  of  a 
light  green  color,  passing  through  all  shades  of  pink  to  scarlet  as  win- 
ter advances.  It  is  capital  for  brick  or  concrete  walls  and  chimneys, 
but  also  climbs  over  frame  buildings.  The  Virginia  Creeper  is  some- 
times confused  with  Boston  Ivy,  but  differs  in  having  compound  leaves. 
It  may  be  used  the  same  as  Boston  Ivy.  The  German  Ivy  is  the  most 
rapidly  growing  of  all,  and  is  particularly  suitable  for  screens.  It  does 
not  cling  to  walls  as  do  the  other  sorts. 

KUDZU-VINE.  Suitable  for  large  arbors  or  screens  where  foliage  is 
desired  only  from  spring  to  late  summer.  Very  rapid  grower,  a  single 
plant  covering  a  trellis  twelve  feet  high  and  twice  as  long  within  a  few 
months.  Leaves  large,  flowers  inconspicuous.  The  immense  root  yields 
well. 

PASSION  VINES  are  perhaps  the  most  rapidly  growing  of  all  except 
Kudzu,  but  their  foliage  is  so  heavy  and  dense  that  wooden  buildings 
covered  by  them  are  subject  to  decay  in  rainy  portions  of  the  State. 

"POTATO  VINE"  is  a  misleading  name  for  Solanum  jasminoides  a 
common  white-flowered  vine.  It  is  a  very  fast  grower,  free  bloomer, 
and  easily  obtained,  but  the  stems  are  inclined  to  become  straggly. 
Solanum  ranlonetix,  a  recent  introduction,  now  offered  by  a  few  nursery- 
men, is  much  superior.  It  is  blue-flowered. 

TRUMPET  CREEPER  may  be  trained  either  as  a  bush  or  as  a  vine.  Its 
rapid  growth,  pleasing  foliage  (of  a  clean,  lively  green  color)  and 
brilliant  orange  colored  blossoms  make  it  a  favorite  for  exposed  places, 
particularly  on  walls  and  pergolas. 


—  27  - 


HERE  is  a  picture  with  a  history.  It  is  a  photograph  of  a  little 
rural  school  away  down  in  southern  California.  I  knew  it  well. 
It  was  in  an  almost  rainless  region,  with  scanty  vegetation 
depending  on  irrigation.  The  school  was  on  top  of  a  dry  hill,  where 
water  for  irrigation  was  impossible.  The  very  idea  of  raising  trees 
there  was  absurd. 

But  old  man  Wright  was  one  of  the  trustees,  and  he  loved  the  school. 
He  dreamed  of  it  adorned  by  verdant  shrubbery.  He  planted  trees 
anyhow,  despite  discouragements.  And  through  the  long,  hot  summer 
season  he  hauled  water  to  them  with  a  barrel  on  a  sled.  In  time  the 
trees  struck  root  so  deep  they  could  take  care  of  themselves  without  the 
old  man's  barrel.  And  the  school  became  a  beautiful  place,  admired  by 
all  who  passed  that  way,  a  pleasure  in  a  desert  land,  the  pride  of  the 
people.  Trustee  Wright  has  been  dead  now  for  lo,  these  many  years. 
But  the  beautiful  school  on  the  hilltop  with  its  waving  trees  is  a  monu- 
ment to  his  memory.  Isn't  it  better  than  granite  shaft  or  marble  urn? 

Now  what's  a  story  without  a  moral?  The  moral  of  this  one  is  that 
there's  no  excuse  for  squalid,  bare,  desolate,  God-forsaken  school  grounds 
anywhere  in  the  length  and  breadth  of  this  rich  and  splendid  State. 
When  you  see  such  a  one  it  is  a  glaring  sign  that  there  is  no  one  there 
who  loves  the  school.  It  is  a  reproach  upon  the  whole  community. 
For  shame !  Why,  it  would  be  better  for  little  Betty  Jones  to  plant  a 
tiny  acorn  or  a  walnut  and  carry  water  to  it  in  a  tomato  can  than  to 
leave  the  public  school  naked  to  the  world. 


—  28  — 

IN  THE  SHADE  OF  THE  OAKS 

Trees  are  gracious  things.  They  give  their  blessing  to  rich  and  poor 
alike.  Little  children  are  attracted  to  them  spontaneously.  They  love 
to  play  their  games  beneath  the  grateful  shade.  They  gain  strength 
and  courage  by  climbing  among  the  sturdy  branches. 


Fortunate  the  school  like  this  one  in  Napa  County  that  has  some  of 
the  original  forest  monarchs  on  its  grounds';  great  trees  round  which 
the  children's  school  life  revolves,  and  which  linger  in  their  minds  as 
pleasant  memories  in  all  their  later  years. 

And  then,  how  fortunate  again  that  it  is  so  easy  in  California  to  raise 
some  giant  trees  when  there  are  none  naturally  about  the  school. 

Plant  some!  Plant  them  now,  not  in  the  sweet  bye  and  bye.  Plant 
a  few  now,  so  they'll  be  growing  while  you  are  thinking  about  the  big 
things  for  the  future.  Plant  the  ones  you  know  will  grow  at  that  place. 
Plant  them  so  they  can't  be  killed  by  stock  or  children.  Plant  them  so 
they'll  be  cared  for  through  the  summer.  One  or  two  great  trees,  grow- 
ing luxuriantly  are  better  for  than  a  hundred  neglected  starvelings. 
One  big  fine  tree,  with  room  for  swings  and  teeter  boards,  with  place  for 
enjoying  luncheons  in  the  shade — just  one — will  make  the  difference 
between  desolation  and  good  cheer.  And  where  is  the  spot  in  all  Cali- 
fornia that  will  confess  its  soil  so  sterile,  its  people  so  poor  in  spirit  that 
they  can  not  grow  even  one  tree? 


—  29  — 


WITH  THE  TRUSTEE 


EVP:RY  school 

in  the  State 
should  have  at 
least  one  tree. 
If  after  three 
years  of  Arbor 
Day  observances 
not  one  tree  is 
growing,  it  is  a 
discredit  and  a 
reproach  to  the 

pupils,  to  the  teacher,  and  to  the  Trustees.  There  can  be  no  sufficient 
reason  given  for  such  a  state  of  affairs,  though  lame  excuses  may  be 
found  if  sought  for. 


One  may  say,  "Oh,  there  is  no  fence  round  our  school,  and  it  is  no  use 
to  plant,  for  the  stock  will  destroy  the  trees."  True,  but  it  wouldn't 
hurt  that  school  and  that  teacher  to  get  four  posts,  some  boards  and 
wire  to  build  a  fence  to  protect  one  tree.  A  nice  pepper,  or  cottonwood, 
or  umbrella,  that  had  been  generously  cared  for  for  three  years  would 
make  quite  an  oasis  in  your  desolation. 


Another  will  remark,  "Oh,  we  have  no  water  on  our  school  grounds, 
and  we  don't  believe  in  planting  things  to  die."  Very  good;  but  one  of 
the  handsomest  school  yards  in  the  State  never  had  any  water  but  what 
one  of  the  trustees  hauled  in  a  barrel,  without 
pay. 

There  is  a  picture  of  it  in  another  part  of 
this  Manual.  A  lively  school  would  find  a  way 
'to  make  one  tree  grow  freely  and  luxuriantly, 
even  if  they  had  to  carry  water  in  a  tin  cup  to 
do  it. 


Others  exclaim,  "  We  are  not  sure  the  school 
will  remain  here — there  is  talk  of  a  change— no 
use  to  plant  anything  until  we  see."  It  would 
not  hurt  the  school  to  raise  a  tree  or  two  anyhow ; 
the  children  would  be  better  off  and  the  world 
would  be  none  the  worse  even  if  you  did  move 
away  and  leave  them.  Plant  a  tree;  it  will  be 
growing  while  you  sleep.  An  Arbor  Day  program  in  a  school  without 
a  tree  is  Faith  without  Works;  and  Faith  without  Works  is  dead. 


—  30  — . 


WITH  THE  TEACHER 


T  IS  a  matter  of 
common  observa- 
tion that  neat  and 
orderly  surround- 
ings tend  to  influ- 
ence man's  develop- 
ment and  moral 
character  for  good. 
Business  men,  men 
who  own  large 
ranches,  the  corpo- 
rations, and  the  rail- 
roads all  recognize 
these  principles. 
Railroads  spend 
money  in  planting 
On  the  Way  to  School.  and  caring  for  little 

parks  at  almost  every  station.  They  cultivate  all  kinds  of  flowers  and 
ornamental  shrubs  and  trees.  They  keep  everything  in  order  around  the 
depots.  Board  and  iron  and  all  other  materials  are  carefully  piled 
away  where  they  belong.  There  is  no  return  in  money  from  most  of 
this  work.  But  the  influence  on  the  employe's  of  the  railroad  is  most 
beneficial.  They  are  taught  by  this  method  that  everything  must  be 
carefully  attended  to  on  account  of  the  sacredness  of  human  life.  People 
would  not  long  patronize  a  railroad  where  every  thing  was  lying  around 
in  a  loose  and  shiftless  condition.  They  would  most  severely  and  right- 
fully judge  that  the  moral  condition,  or  regard  for  human  life  would  be 
as  bad  as  the  physical  conditions.  Therefore,  we  feel  that  we  can  not 
easily  become  too  enthusiastic  over  the  improvement  of  school  grounds. 


Work  for  the  improvement  of  your  school  surroundings,  and  you  work 
for  the  benefit  of  education's  cause.  Be  not  discouraged.  Rather  be 
encouraged  by  the  work  already  done.  "Accuse  not  Nature,  she  hath 
done  her  part;  do  thou  but  thine." 


DO 


Plant  shrubs,  vines  and  trees. 
Pick  up  loose  paper. 
Burn  or  destroy  rubbish. 
Destroy  weeds. 


DON'T 

Mark  walls  and  buildings. 
Injure  shade  trees  or  flower  beds. 
Spit  on  the  floors  and  sidewalks. 
Throw  paper  and  fruit  skins  on 
the  sidewalk  or  ground. 


-  31  - 

Perhaps  you  have  tried  to  do  Arbor  Day  work  and  have  failed.  To 
you  we  would  say,  try  once  again,  and  yet  once  again  after  that,  if  it 
be  necessary.  To  you  who  have  tried  and  in  the  face  of  discourage- 
ment have  succeeded  in  beautifying  either  the  school  ground  or  the 
school  interior,  we  extend  our  congratulations.  Your  work  has  been  a 
worthy  one,  and  its  value,  while  probably  not  apparent  in  dollars  and 
cents,  can  not  be  estimated.  It  lies  in  the  germ  which  has  been  planted 
in  the  minds  of  those  who  have  gone  forth  from  your  school  to  take 
a  part  in  life's  busy  drama,  or  are  elected  to  go  forth  in  the  future  from 
those  surroundings  which  you  have  contributed  towards  making  beauti- 
ful, refining,  valuable. 

One  impulse  from  the  vernal  wood 

May  teach  you  more  of  man, 
Of  moral  evil  and  of  good, 

Than  all  the  sages  can. 


Arbor  day  is  often  made  a  convenient  season  for  clearing  up  the  school 
grounds  and  yards,  for  repairing  the  walks  and  fences,  for  trimming  the 
hedges,  shrubs,  and  trees,  and  for  carting  oft'  the  unsightly  quantities  of 
debris  always  collecting  thereon.  Such  work  is  always  necessary,  and 
it  is  better  than  nothing,  of  course,  but  it  should  be  followed  by  some 
active  constructive  Arbor  Day  work,  the  creation  of  something  new. 


IF  T  H  E  observance  of  Arbor  Day  ends  with  the  exercises  in  the 
schoolroom,  however  pleasant  and  entertaining  they  may  be,  the 
real  purpose  of  the  day  will  not  have  been  accomplished.  There 
should  be  some  practical  work  not  only  in  and  around  the  school 
building,  but  the  influence  must  reach  the  home  surroundings  as 
well.  In  some  schools  in  former  years,  every  pupil  has  pledged  him- 
self to  plant  something  at  home,  either  a  tree,  shrub,  flower,  or  some- 
thing in  the  garden;  and  the  interesting  stories  that  could  be  told  of 
the  results  of  this  work  would  fill  a  book.  The  true  spirit  of  Arbor 
Day  is  the  influence  on  the  life  and  character  of  the  pupils  as  exem- 
plified in  practical  work.  A  love  for  the  beautiful  as  well  as  a  desire 
for  the  more  useful  should  be  cultivated,  and  all  that  pertains  to  mate- 
rial prosperity  should  be  made  prominent.  It  is  not  always  the  homes 
of  the  more  wealthy  but  the  homes  surrounded  by  indications  of 
taste,  culture,  and  refinement  that  are  the  most  attractive.  These 
things  being  emphasized,  the  youth  of  our  State  will  have  better  ideals 
and  will  be  prepared  to  take  higher  standing  as  citizens  of  our  com- 
monwealth. Let  us  then  make  Arbor  Day  practical  by  doing  some  real 
planting  and  by  learning  something  useful  about  trees  and  their  rela- 
tion to  human  life. 


—  32  — 


TWO  TEACHERS  AND  ARBOR  DAY 

ONE  TEACHER. 

I  have  in  mind  one  teacher,  who  a  few  days  before  Arbor  Day,  assigned 
the  different  parts  just  as  they  were  suggested  in  the  printed  program. 
On  Arbor  Day  she  had  a  perfunctory  recitation  of  the  different  selec- 
tions; after  this  all  gathered  around  a  little  hole  dug  in  the  hard 
ground  and  planted  one  small  tree.  This  closed  the  work  for  the  day, 
and  the  pupils  felt  that  the  principal  thing  about  Arbor  Day  was  that 
they  were  dismissed  an  hour  earlier  than  usual.  The  pupil's  mind 
unconsciously  receives  the  thoughts  of  the  teacher.  As  she  thinks,  so  to 
a  certain  extent  the  pupil  thinks  and  acts.  This  the  teacher  can  not 
help,  even  if  she  would. 

THE  OTHER  TEACHER. 

I  have  in  mind  another  teacher  who  very  early  in  the  spring  brought 
to  the  school  a  few  bulbs,  told  her  pupils  about  them,  and  planted  them 
in  pots  at  different  times.  All  became  interested  in  watching  for  the 
green  sprouts  to  appear,  and  in  watching  the  daily  progress  of  these 
plants  until  they  bloomed.  Gradually  the  pupils  were  interested  and 
taught,  day  by  day,  from  this  little  beginning  about  flowers.  Some  time 
before  Arbor  Day  a  few  of  the  larger  boys  spaded  up  the  plot  of  ground 
set  aside  for  their  park.  This  was  then  fertilized  by  materials  brought 
from  a  neighboring  barnyard,  and  on  Arbor  Day  a  number  of  rose 
bushes  and  choice  trees  were  set  out.  Then  the  program  was  given,  and 
the  pupils  felt  a  special  interest  in  each  selection.  The  work  did  not 
stop  there,  for  the  boys  and  girls  began  to  ask  for  books  giving  particular 
instruction  in  caring  for  plants.  Then  some  of  them  began  to  ask  the 
teacher's  help  in  arranging  a  rlower  garden  for  the  home.  Which  teacher 
do  you  prefer  to  be? 


—  33  — 


AFTER  ARBOR  DAY 

ND  now  we  come  to  the  most  important  of  all — After 
Arbor  Day.  After  the  program  has  been  rendered, 
after  the  trees  and  shrubs  have  been  planted — what 
will  be  their  fate  ?  Is  water  hard  to  secure  in  your 
district  ?  Will  there  be  several  long,  hot,  dry  summer 
vacation  months  when  the  schoolhouse  is  deserted, 
when  no  one  comes  near  to  inquire  into  the  condition 
of  the  trees  planted  on  Arbor  Day  ?  Have  trees  and 
shrubs  been  planted  and  left  to  struggle  for  them- 
selves, live  or  die,  without  further  care  ? 

These  are  but  a  few  of  the  pertinent  questions  which  the  teacher 
must  answer — and  needs  must  answer  BEFORE  Arbor  Day,  if  success 
is  to  mantle  her  efforts.  Plans  must  be  made  for  months  ahead;  if  you 
begin  the  work,  carry  it  through.  "Not  how  many  trees  planted,  but 
how  many  trees  live,"  should  be  your  watchword  and  battle  cry.  It  is 
labor  lost  to  plant  trees  and  then  abandon  them  to  merciless  climatic 
conditions,  to  become  the  prey  of  vagrant  cow  or  horse,  to  die  through 
sheer  neglect. 
The  teacher  in 
the  southland 
will  have  a 
greater  task  be- 
fore him  than 
will  his  northern 
fellow  teacher, — 
for  in  the  north- 
land  rainfall  is  more  plentiful,  summer  exactions  less  rigorous,  and  vege- 
tation more  prolific,  — but  the  greater  renown  will  attach  his  successful 
efforts. 

Arrange  to  have  the  janitor,  a  trustee,  some  patron,  or  a  boy  come 
during  the  summer  months  and  water  the  trees  and  shrubs;  see  that 
stock  is  kept  off  the  premises,  enrich  the  soil,  and  cultivate  where  neces- 
sary. A  portion  of  the  money  set  aside  to  pay  the  regular  janitor  (see 
Hec.  1617,  Subd.  7,  California  School  Law)  could  be  used  to  pay  for  this 
vacation  care,  if  no  one  can  be  secured  to  do  the  work  and  do  it  faith- 
fully without  compensation. 

Water  supply,  cultivation  and  care  of  trees  and  shrubs,  AFTER 
ARBOR  DAY,  are  the  important  factors  you  should  look  to  if  Arbor  Day 
planting  is  to  be  of  effect.  It  is  difficult  to  decide  which  has  the  worst 
influence  upon  the  pupil — a  barren  school  ground,  or  dead  stumps  and 
decaying  shrubs;  sad  monuments  to  a  lost  cause,  reminders  of  a  poorly 
planned  campaign. 


—  34  — 


MOUNTAIN  VIEW  DISTRICT  SCHOOL 


(  MOUNTAIN  VIEW  DISTRICT  SCHOOL 

The  mellow  toned  little  bell  on  the  Mountain  View  schoolhouse, 
located  near  Forestville,  in  Sonoma  County,  calls  the  pupils  to  a 
naturally  adorned  playground.  The  natural  arrangement  of  the  trees 
gives  shade  in  summer,  affords  protection  from  wintry  blasts,  and  per- 
mits plenty  of  light  to  enter  the  busy  schoolroom.  From  the  native 
flag  pole  in  the  foreground  Old  Glory  flies  above  this  gem  in  Nature's 
setting. 


FOR  THE  ARBOR  DAY  PROGRAM 

WE  would  suggest  that  you  find  out  as  early  as  possible  the  date 
for  the  observance  of  Arbor  Day,  and  begin  to  prepare  your 
plan  and  your  program. 

Start  in  at  once  to  arouse  an  interest  in  Arbor  Day.  Find  out  who 
will  furnish  trees,  shrubs  or  seeds,  or  where  they  may  be  procured. 
Clean  up  the  yard  thoroughly  and  destroy  all  rubbish. 

For  some  weeks  before  Arbor  Day  comes  use  your  morning  exercises 
now  and  then,  or  your  Friday  afternoons,  to  read  or  talk  to  the  pupils 
about  Arbor  Day,  plants,  historical  trees  or  in- 
terest awakening  stories. 

Talk  with  your  trustees  and  various  patrons  of 
the  school  about  the  subject  and  try  to  arrange 
for  a  basket  picnic;  plan  to  have  an  all-day  en- 
tertainment, if  possible,  planting  the  trees  in  the 
forenoon  and  holding  the  entertainment  in  the 
schoolroom  during  the  afternoon.  The  teacher 
will  be  the  best  judge,  taking  into  consideration 
all  local  conditions,  of  the  conduct  of  the  day's 
work. 

Just  before  Arbor  Day  prepare  invitations  for 
everyone  in  the  district,  if  practicable.  Cut 


paper  in  the  form  of  a  large  autumn  leaf,  and  have  the  best  writers 
among  your  pupils  assist  in  writing  the  invitations,  which  should  be 
short  and  to  the  point. 


—  36  — 

OME  SUGGESTIONS 

Decorate  the  schoolroom  with  flowers,  branches  of 
trees  and  greenery  if  possible  to  secure  them.  Use 
bunting,  pictures  of  trees,  birds  and  pretty  homes  to 
cover  the  walls.  Write  or  print  short  and  appro- 
priate Arbor  Day  gems  on  the  boards.  Use  the  flag 
as  one  of  your  chief  decorations  above  the  platform. 
Provide  plenty  of  good  music,  if  possible,  and 
give  especial  emphasis  to  poems,  quotations  and  to 
reports  by  the  pupils.  Arrange  for  one  of  your 
patrons  to  address  the  school  on  the  subject. 

The  program  should  be  long  enough  to  admit  of  variety,  but  not  so 
long  as  to  be  wearisome.  Give  places  upon  it  to  all  the  pupils.  Alter- 
nate the  recitations  and  readings  and  musical  selections. 

The  following  suggested  program  is  intended  simply  as  a  guide;  sub- 
stitute other  numbers  for  the  ones  given;  shorten,  lengthen,  add  to  or 
take  from — do  what  you  think  best  to  make  your  program  attractive. 
Try  to  make  things  go  with  a  snap  and  a  vim. 

After  you  have  finished  with  this  Arbor  Day  Manual  put  it  in  the 
school  library  with  the  other  books  of  the  district.  It  is  to  be  kept  for 
future  reference. 


A  PROGRAM 

Song— "  The  Planting  Song." 

Salute  to  the  Flag — By  the  pupils  standing  and  giving  in   concert  : 
"  I  pledge  allegiance  to  my  flag  and  to  the  republic  for  which  it 
stands.     One  nation,  indivisible,  with  liberty  and  justice  for  all." 
Reading — (a)  The  Origin  and  History  of  Arbor  Day. 

(b)  President  Roosevelt's  Message  to  the  School  Children  of 

the  United  States. 
Remarks — By  the  Teacher. 

What  Arbor  Day  means  to  pupils  and  patrons.  Effect  of  the  work  on 
future  citizenship  and  progress.  What  has  been  done  in  the  past.  Needs 
of  the  district  to  carry  on  work;  fences;  water  supply;  summer  care; 
paint;  cooperation.  See  "  With  the  Teacher"  and  "After  Arbor  Day." 

Recitation— (a)  "Plant  a  Tree." 

(6)  "Our  Three  Favorites." 

Song  of  Dedication — "An  Arbor  Day  Tree." 

Dialogue — (a)   "The  Trees  and  the  Seasons." 
(b)   "What  the  Trees  Teach  Us." 

Essay— (a)  The  State  Flower  of  California. 
(6)   State  and  National  Flowers. 

(c)  What  We  Owe  to  the  Trees. 

(d)  Our  Most  Useful  Trees. 


—  37  — 

Recitation—  (a)  "  Woodman,  Spare  That  Tree.'1 

(b)  "  Three  Trees." 
Dialogue  —  (a)  "  Which  Shall  It  Be?" 

(6)   "  Why  We  Keep  Arbor  Day." 
Song—  "Arbor  Day." 
Reading—  (a)  "A  Wonderful  Tree." 

(b)  "From  the  Forest." 
Roll  Call  —  Each  pupil  to  rise  at  call  of  his  name  and  give  a  quotation 

suited  to  Arbor  Day. 

Recitation  and  Pantomime  —  "Three  Little  Trees." 
Recitation  —  "  Historic  Trees."     By  nine  pupils. 
Song  —  "Arbor  Day  March." 
Address  by  a  speaker  chosen  for  the  occasion.     (Patron,  trustee,  clerk 

of  school  board,   minister,  county  superintendent,  or  other 

speaker.) 

Song  —  "  Springtime." 
Closing  Remarks  by  the  Teacher. 
Song  —  "America."     Audience  and  school  standing. 

(NOTE.—  Several  selections  are  given  for  each  recitation,  reading  and  dialogue  ;  choose 
the  one  best  adapted  to  your  pupils  and  if  necessary  rearrange  the  order  in  which  the 
different  numbers  come.  A  short  GOOD  program  is  much  more  effective  than  a  poor 
long  one.  A  thing  not  done  well  is  better  not  done  at  all.) 


ISTORY  OF  ARBOR  DAY 

Once  a  year,  on  Arbor  Day,  we  talk  and  sing  about 
the  trees  ;  but  do  we  all  the  year  keep  the  spirit  of 
reverence  of  these  comrades  of  the  forest,  guarding 
the  life  we  can  not  give  again  ?  In  some  European 
countries  the  man  who  cuts  down  a  tree  must  plant 
ten  trees  :  and  wisely  enough,  because  in  the  chances 
of  the  woods,  many  trees  die  for  one  that  prospers. 
Would  it  not  be  well  for  us  Americans  to  offer  hostage 
to  the  future  by  thus  seeding  the  ground  we  desolate?  And  would  it  not 
also  be  well  for  us  to  act  as  guardians  to  the  fine  old  trees  already 
growing  green  and  goodly  about  us  —  to  see  that  they  are  pruned  and 
patched,  if  necessary  ?  for  the  tree  doctor  can  now  fill  a  hole  in  a  tree 
to  check  decay,  as  the  dentist  fills  a  hole  in  a  tooth.  Improvement 
Clubs  and  Good  Government  Clubs  could  lessen  the  wanton  destruction 
of  noble  trees  by  judicious  expostulation  with  the  axman,  or  by  cross- 
ing his  palm  with  a  few  persuasive  dollars  —  dollars  that  would  count 
as  an  alms  to  posterity. 

We  are  told  that  the  custom  of  tree  planting  is  an  old  one  among  the 
Germans,  who  in  the  rural  districts  practice  a  commendable  habit    of 


—  38  — 


having  each  member  of  the  family  plant  a  tree  at  Whitsuntide,  which 
comes  forty  days  after  Easter.  The  old  Mexican  Indians  also  plant 
trees  on  certain  days  of  the  years  when  the  rnoon  is  full,  naming  them 
after  their  children  ;  and  the  ancient  Aztecs  are  said  to  have  planted 
a  tree  every  time  a  child  was  born,  giving  it  the  name  of  the  child. 

But  to  the  Hon.  J.  Sterling  Morton  of  Nebraska,  Secretary  of  Agri- 
culture in  President  Cleveland's  cabinet,  belongs  the  honor  of  institu- 
ting our  American  Arbor  Day.  Julius  Sterling  Morton  was  born  in  Jef- 
ferson County,  New  York,  April  22,  1832.  He  was  of  Puritan  stock,  his 
ancestors  having  come  from  England  on  the  Little  Ann,  the  first  ship 
after  the  Mayflower.  His  parents  removed  to  Michigan  when  the  son 
was  still  a  baby.  He  was  sent  to  good  private  schools  and  seminaries, 
and  later  to  Michigan  University,  but  was  graduated  at  Union  College, 
New  York,  in  1854.  Immediately  after  completing  his  college  course 
he  married  and  removed  to  Nebraska,  and  in  the  following  year  chose 
Nebraska  City  as  his  permanent  home,  locating  upon  a  claim  half  a 
mile  square,  adjacent  to  the  town.  This  estate  grew  into  the  beautiful 
Arbor  Lodge,  so  familiar  to  all  lovers  of  the  holiday  founded  by  Mr. 
Morton.  It  was  home  for  the  remainder  of  his  life. 

It  was  at  an  annual  meeting  of  the  Nebraska  State  Board  of  Agri- 
culture, held  in  the  city  of  Lincoln,  January  4,  1872,  that  Mr.  Morton 
introduced  the  following  resolution: 

Resolved,  That  Wednesday,  the  10th  day  of  April,  1872,  be  and  the  same  is  hereby 
especially  set  apart  and  consecrated  for  tree  planting  in  the  state  of  Nebraska,  and  the 
State  Board  of  Agriculture  hereby  name  it  Arbor  Day,  and  to  urge  upon  the  people  of 
the  state  the  vital  importance  of  tree  planting,  hereby  offer  a  special  premium  of  one 
hundred  dollars  to  the  agricultural  society  of  that  county  in  Nebraska  which  shall 
upon  that  day  plant  properly  the  largest  number  of  trees;  and  a  farm  library  of  twenty- 
five  dollars  worth  of  books  to  that  person  who  on  that  day  shall  plant  properly  in 
Nebraska  the  greatest  number  of  trees. 


The  resolution  was  unanimously  adopted.  A  second 
resolution  was  likewise  adopted,  asking  the  newspapers 
of  the  state  to  keep  the  matter  constantly  before  the 
people  until  the  appointed  day;  and  the  result  was  the 
planting  of  over  a  million  trees  in  Nebraska  on  this 
first  Arbor  Day. 

From  this  beginning  on  that  western  prairie  the 
movement  has  spread  in  an  ever  widening  circle,  whose 
circumference  to-day  sweeps  from  the  Atlantic  to  the 
Pacific. 


—  39  -- 

PROCLAMATION  OF  THE   PRESIDENT  TO  THE  SCHOOL 
CHILDREN  OF  THE  UNITED  STATES. 

[This  letter  from  the  President  of  the  United  States  would  be  a  tine  thing  for  one  of 
the  older  pupils  to  deliver  slowly,  thoughtfully,  earnestly  HS  an  oration  ;  or  four  pupils 
could  give  it,  one  paragraph  for  each.] 

0  THE  SCHOOL  CHILDREN  OF  THE  UNITED  STATES: 

Arbor  Day  (which  means  simply  "Tree  Da}7")  is 
now  observed  in  every  State  in  our  Union — and 
mainly  in  the  schools.  At  various  times  from  Janu- 
ary to  December,  but  chiefly  in  this  month  of  April, 
you  give  a  day  or  part  of  a  day  to  special  exercises 
and  perhaps  to  actual  tree  planting,  in  recognition  of  the  importance  of 
trees  to  us  as  a  Nation,  and  of  what  they  yield  in  adornment,  comfort, 
and  useful  products  to  the  communities  in  which  you  live. 

It  is  well  that  you  should  celebrate  your  Arbor  Day  thoughtfully,  for 
within  your  lifetime  the  Nation's  need  of  trees  will  become  serious.  We 
of  an  older  generation  can  get  along  with  what  we  have  though  with 
growing  hardship;  but  in  your  full  manhood  and  womanhood  you  will 
want  what  nature  once  so  bountifully  supplied  and  man  so  thought- 
lessly destroyed;  and  because  of  that  want  you  will  reproach  us,  not  for 
what  we  have  used,  but  for  what  we  have  wasted. 

For  the  nation  as  for  the  man  or  woman  and  the  boy  or  girl,  the  road 
to  success  is  the  right  use  of  what  we  have  and  the  improvement  of 
present  opportunity.  If  you  neglect  to  prepare  yourselves  now  for  the 
duties  and  responsibilities  which  will  fall  upon  you  later,  if  you  do  not 
learn  the  things  which  you  will  need  to  know  when  your  school  days 
are  over,  you  will  surfer  the  consequences.  So  any  nation  which  in  its 
youth  lives  only  for  the  day,  reaps  without  sowing,  and  consumes  with- 
out husbanding,  must  expect  the  penalty  of  the  prodigal,  whose  labor 
could  with  difficulty  find  him  the  bare  means  of  life. 

A  people  without  children  would  face  a  hopeless  future;  a  country 
without  trees  is  almost  as  hopeless;  forests  which  are  so  used  that  they 
can  not  renew  themselves  will  soon  vanish,  and  with  them  all  their 
benefits.  A  true  forest  is  not  merely  a  storehouse  full  of  wood,  but,  as 
it  were,  a  factory  of  wood,  and  at  the  same  time  a  reservoir  of  water. 
When  you  help  to  preserve  our  forests  or  to  plant  new  ones  you  are 
acting  the  part  of  good  citizens.  The  value  of  forestry  deserves,  there- 
fore, to  be  taught  in  the  schools,  which  aim  to  make  good  citizens  of 
you.  If  your  Arbor  Day  exercises  help  you  to  realize  what  benefits 
each  one  of  you  receives  from  the  forests,  and  how  by  your  assistance 
these  benefits  may  continue,  they  will  serve  a  good  end. 

THEODORE  ROOSEVELT. 
The  White  House.- 


PROGRAM  HINTS  AND  HELPS 


SOME  FAMOUS  TREES 


Certain  of  the  pupils  can  find  information  relating  to  the  famous 
trees  mentioned  below,  and  either  recite  a  bit  of  verse  or  prose,  or  write 
a  short,  interesting  paper.  Descriptions  may  be  given  of  the  trees  as 
an  answer  to  roll  call. 


1— The  California  Big  Trees. 

2— The  Treaty  Elm  of  Philadelphia. 

3— The  Liberty  Elm  of  Boston. 

4— Washington's  Elm  at  Cambridge. 

5 -The  Charter  Oak  of  Hartford. 

6— The  Hamilton  Trees  of  New  York. 

7— The  Tree  from  Napoleon's  Grave. 

8— The  Gary  Sycamore. 

9— The  Apple  Tree  of  Appomattox. 

V 


10— Shakespeare's  Mulberry  Tree. 

11— The  Banyan  Tree  of  India. 

12— Burgoyne's  Elm. 

13 — The  Cedars  of  Mt.  Lebanon. 

14— Arnold's  Willow  near  West  Point. 

15 — Magnolia    Council   Tree,    Charleston, 

S.  C. 
16 — The  Cypress  Tree  of  Montezuma. 


SELECTIONS 

Treaty  Elm,  the  great  elm  tree  beneath  the  shade  of  whose  branches 
William  Penn  stood  when  he  made  his  famous  treaty  with  nineteen 
tribes  of  Indians. 

Liberty  Elm  at  Boston  is  another  of  the  famous  elm  trees;  it  was 
planted  and  dedicated  by  a  schoolmaster  to  the  independence  of  the 
colonies,  and  was  the  rallying  point  for  patriots  before,  during  and  after 
the  Revolutionary  War. 

The  Freedman's  Oak,  or  Emancipation  Oak,  at  Hampton,  Virginia, 
sheltered  the  slaves  of  the  region  when  they  first  heard  read  President 
Lincoln's  Emancipation  Proclamation. 

The  Gary  Tree  planted  by  Alice  and  Phoebe  Gary  in  1832;  a  large 
and  beautiful  sycamore  seen  from  the  Hamilton  turnpike  in  Ohio. 


—  41  — 


HISTORIC  TREES 


I.  CHARTER  OAK. 

In  history  we  often  see 

The  record  of  a  noted  tree. 

We'll  now  some  history  pages  turn 

And  note  what  trees  we  there  discern : 

And  foremost  of  this  famous  band 

We  think  the  Charter  Oak  should  stand. 

We  love  to  read  the  story  o'er, 

How  Andrus  came  from  England's  shore 

As  governor  in  this  new  land, 

And  ruled  it  with  a  tyrant's  hand; 

How,  when  he  came  to  Hartford  town 

Demanding  with  a  haughty  frown 

The  charter  of  the  people's  rights, 

All  suddenly  out  went  the  lights; 

And  e'er  again  they  re-appeared, 

The  charter  to  their  hearts  endeared 

Lay  safely  in  this  hollow  tree, 

Guard  of  the  people's  liberty. 

All  honor,  then  to  Wadsworth's  name, 

Who  gave  the  Charter  Oak  its  fame. 

II.  LIBERTY    ELM. 

Another  very  famous  tree 
Was  called  the  Elm  of  Liberty. 
Beneath  its  shade  the  patriots  bold 
For  tyranny  their  hatred  told. 
Upon  its  branches  high  and  free 
Was  often  hung  in  effigy 
Such  persons  as  the  patriots  thought 
Opposed  the  freedom  which  they  sought. 
In  war  time,  oft  beneath  this  tree 
The  people  prayed  for  victory  ; 
And  when  at  last  the  old  tree  fell 
There  sadly  rang  each  Boston  bell. 

III.      WASHINGTON    ELM. 

In  Cambridge  there  is  standing  yet 

A  tree  we  never  should  forget; 

For  here,  equipped  with  sword  and  gun, 

There  stood  our  honored  Washington, 

When  of  the  little  patriot  band 

For  freedom's  cause  he  took  command. 

Despite  its  age — three  hundred  years — 

Its  lofty  head  it  still  uprears; 

Its  mighty  arms  extending  wide, 

It  stands  our  country's  boasted  pride. 

iv.    BURGOYNE'S  ELM. 
When,  in  spite  of  pride,  pomp  and  boast, 
Burgoyne  surrendered  with  his  host, 
And  then  was  brought  to  Albany 
A  prisoner  of  war  to  be, 
In  gratitude  for  his  defeat, 
That  day,  upon  the  city  street, 
An  elm  was  planted,  which  they  say 
Still  stands  in  memory  of  that  day. 


V.      THE   TREATY    ELM. 

Within  the  Quaker  City's  realm, 
There  stood  the  famous  Treaty  Elm. 
Here,  with  its  sheltering  boughs  above, 
Good  William  Fenn,  in  peace  and  love, 
The  Indians  met,  and  there  agreed 
Upon  that  treaty  which  we  read 
Was  never  broken,  though  no  oath 
Was  taken— justice  guiding  both. 
A  monument  now  marks  the  ground 
Where  once  this  honored  tree  was  found. 

VI.   TREE  FROM  NAPOLEON'S  GRAVE. 

Within  a  city  of  the  dead, 

Near  Bunker  Hill,  just  at  the  head 

Of  Cotton  Mather's  grave,  there  stands 

A  weeping  willow  which  fond  hands 

Brought  from  Napoleon's  grave,  they  say, 

In  St.  Helena,  far  away. 

VII.      THE  GARY  TREE. 

I'll  tell  you  of  a  sycamore 

And  how  two  poet's  names  it  bore; 

Upon  Ohio's  soil  it  stands, 

Twas  placed  there  by  the  childish  hands 

Of  sister  poets,  and  is  known 

As  Alice  and  Phoebe  Gary's  own. 

One  day,  when  little  girls,  they  found 

A  sapling  lying  on  the  ground  ; 

They  planted  it  with  tenderest  care 

Beside  this  pleasant  highway,  where 

It  grew  and  thrived  and  lived  to  be 

To  all  around  the  Gary  tree. 

VIII.      THE  HAMILTON  TREES. 

In  New  York  City  proudly  stand 
Thirteen  monarchs,  lofty,  grand, 
Their  branches  tow'ring  toward  the  sun 
Are  monuments  of  Hamilton, 
Who  planted  them  in  pride  that  we 
Had  won  our  cause  and  liberty— 
A  tribute,  history  relates, 
To  the  original  thirteen  States. 

IX.      RECITATION  FOR  SCHOOL. 

We  reverence  these  famous  trees. 

What  better  monuments  than  these? 

How  fitting  on  each  Arbor  Day 

That  we  a  grateful  tribute  pay 

To  poet,  statesman,  author,  friend, 

To  one  whose  deeds  our  hearts  commend 

As  lovingly  we  plant  a  tree 

Held  sacred  to  his  memory  ; 

A  fresh  memorial,  as  each  year 

New  life  and  buds  and  leaves  appear— 

A  living  monumental  tree, 

True  type  of  immortality. 

— Ada  Simj^son  Sherwood. 


—  42  ~- 


THE  STATE  FLOWER 

Thy  satin  vesture  richer  is  than  looms 

Of  Orient  weave  for  raiment  of  her  kings ; 

Not  dyes  of  olden  Tyre,  not  precious  things 
Regathered  from  the  long-forgotten  tombs 
Of  buried  empires,  not  the  Iris  plumes 

That  wave  upon  the  tropic's  myriad  wings, 

Not  all  proud  Sheba's  queenly  offerings, 
Could  match  the  golden  marvel  of  thy  blooms. 

— Ina  D.  Coolbrith. 


THE  GOLDEN  POPPY 

Russian  and  German  scientists  in  the  year  1818  found  the  Golden 
Poppy  of  California,  and  one  of  them  named  it  after  his  friend  Dr. 
Johann  Frederick  Eschscholtz  (Eschscholtzia  Calif ornica). 

The  Golden  Poppy,  as  it  is  commonly  called,  has  anything  but  an 
agreeable  perfume,  but  its  wonderful  coloring,  and  its  incomparable, 
satin-like  sheen,  have  been  the  wonder,  delight,  and  admiration  of  all 
lovers  of  nature.  Growing,  as  it  does,  throughout  the  length  and 
breadth  of  the  State,  and  hardly  elsewhere,  it  is  peculiarly  typical  of 
California,  and  in  1903,  under  an  Act  of  the  Legislature,  was  made  the 
State  Flower.  It  blooms  in  the  greatest  profusion  from  February  until 
May,  though  specimens  of  the  flower  can  be  had  in  the  lower  valleys  of 
California  almost  any  day  in  the  year.  In  the  flood  tide  of  its  season, 
when  this  matchless  flower  raises  itself  above  the  feathery  green  foliage 
of  the  plant,  which  is  tipped  with  a  deep  bronze-red,  it  covers  acres  upon 
acres  of  plains  and  mesas,  and  presents  a  sight  which  once  seen  is  never 
forgotten. 

The  California  Poppy  is  a  brazen,  garish  flower.  It  shuns  the  wood- 
land, and  unsheltered,  fairly  revels  in  the  warm  sunlight.  It  possesses 
none  of  the  modesty  of  the  violet,  the  sweetness  of  the  rose,  nor  the 
beauty  of  the  lily,  but,  standing  alone  and  unique,  it  compels  our 
admiration  because  of  its  wonderful  coloring  and  sheen,  which  refuse  to 
be  transferred  by  the  limner's  art  to  board  or  canvas.  It  wins  its  place 
by  its  transcendent  beauty,  and  lovers  of  nature,  having  once  reveled 
therein,  the  memory  of  it  lives  a  lifetime. 

0,  Golden  Poppy,  Eschscholtzia,  Flame  Flower,  La  Amapola,  Copa  de 
Oro! — Cup  of  Gold!  You  are  all  one  and  the  same.  Born  under 
cloudless  sky;  child  of  the  summer  sun  and  earth's  unminted  gold; 
inimitable;  sans  story,  sans  art,  sans  poetry,  sans  perfume,  sans  all, 
save  thy  golden  glory — we  love  you! — Prentiss  Maslin. 


THE  GOLDEN  POPPY,   OR  ESCHSCHOLTZIA  CALIFORNICA, 
THE  STATE  FLOWER  OF  CALIFORNIA. 


—  43  — 

Hiawatha's  Sailing  as  given  in  Longfellow's  wonderful  "Hiawatha "- 
Building  the  Birch  Canoe — is  an  excellent  selection  to  arouse  interest 
prior  to  Arbor  Day.     Read  aloud  to  the  pupils  it  is  probably  more 
effective  than  when  read  by  them  and  should  be  followed  by  a  general 
discussion  of  the  various  trees  mentioned. 


STATE  FLOWERS 


Colorado— Blue  and  White  Columbine 
Arizona — Cactus 
Georgia — Cherokee  Rose 
Kansas— Sunflower 
Michigan — Apple  Blossom 
Minnesota— Moccasin  Flower 
Nevada— Sage  Brush 
Oregon — Oregon  Grape 
Vermont— Red  Clover 


California — Golden  Poppy 
Delaware— Peach  Blossom 
Idaho— Syringea 
Maine — Pine  Cone  and  Tassel 
Montana — Bitter  Root 
Nebraska— Goldenrod 
Oklahoma — Mistletoe 
Utah— Sego  Lily 
Washington— Rhododendron 


Canada — Sugar  Maple 
China — Narcissus 
England — Rose 
Fran  ce— Flo  wer-de-1  uce 
Germany — Cornflower 
Greece — Violet 


NATIONAL  FLOWERS 


Japan— Chrysanthemum 
Prussia — Linden 
Saxony — Mignonette 
Scotland— Thistle 
Spain — Pomegranate 
Holland — Orange  and  Tulip 


ARBOR  DAY  SONGS  WITH  FAMILIAR  AIRS 


ARBOR  DAY. 

BY  SEYMORE  S.  SHORT. 
(Air:  "  My  Maryland.") 

Again  we  come  this  day  to  greet, 
Arbor  Day,  sweet  Arbor  Day, 

With  willing  hands  and  nimble  feet, 
Arbor  Day,  sweet  Arbor  Day. 

No  sweeter  theme  our  time  can  claim, 
No  grander  deed  points  us  to  fame, 
No  day  more  proud  than  this  we  name, 
Arbor  Day,  dear  Arbor  Day. 

Bring  forth  the  trees.    Prepare  the  earth 
For  Arbor  Day,  sweet  Arbor  Day. 

With  song  we  celebrate  the  birth 
Of  Arbor  Day,  sweet  Arbor  Day. 

And  when  our  joyful  task  is  done, 
And  we  our  meed  of  praise  have  won, 
The  glorious  works  but  just  begun, 
For  Arbor  Day,  dear  Arbor  Day. 


-  44  - 
SONG  OF  DEDICATION 

AN  ARBOR  DAY  TREE. 

(Air:  "Columbia,  the  Gem  of  the  Ocean.") 

The  tree  we  are  planting  on  this  day 

Is  chosen  with  tenderest  care  ; 
May  beauty  adorn  it,  hereafter, 

And  clothe  it  with  usefulness  rare. 
May  green  leaves  appearing  each  springtime 

Be  leaves  of  a  fair  book  of  fame, 
And  spread  to  the  breezes  the  story 

Extolling  the  new-given  name. 

The  tree  is  an  emblem  of  greatness, 

As,  springing  from  one  tiny  seed, 
It  mounts  ever  upward  and  onward, 

An  emblem  of  greatness,  indeed. 
The  birds  sing  its  praises  to  others, 

The  winds  carry  swiftly  the  tale, 
The  tree  is  the  monarch  of  the  forest, 

Of  hill,  valley,  greenwood  and  dale. 


THE  PLANTING  SONG. 

BY  DR.  S.  F.  SMITH,  AUTHOR  OF  "AMERICA." 


(Air:  "America.") 


Joy  for  the  sturdy  trees 
Fanned  by  each  fragrant  breeze, 

Lovely  they  stand. 
The  song  birds  o'er  them  thrill, 
They  shade  each  tinkling  rill, 
They  crown  each  swelling  hill, 

Lowly  or  grand. 

Plant  them  by  stream  or  way, 
Plant  where  the  children  play, 

And  toilers  rest. 
In  every  verdant  vale, 
On  every  sunny  swale— 
Whether  to  grow  or  fail, 

God  knoweth  best. 


Select  the  strong,  the  fair, 
Plant  them  with  earnest  care 

No  toil  is  vain. 
Plant  in  a  fitter  place, 
Where,  like  a  lovely  face, 
Set  in  some  sweeter  grace, 

Change  may  prove  gain. 

God  will  his  blessings  send, 
All  things  on  him  depend. 

His  loving  care. 
Clings  to  each  leaf  and  flower, 
Like  ivy  to  its  tower. 
His  presence  and  His  power 

Are  everywhere. 


ARBOR  DAY  MARCH. 


BY  ELLEN    BEAUCHAMP. 


(Air:  "Marching  Through  Georgia.") 


Celebrate  the  Arbor  Day 

With  march  and  song  and  cheer. 
For  the  season  comes  to  us 

But  once  in  every  year ; 
Should  we  not  remember  it 

And  make  the  mem'ry  dear; 

Memories  sweet  for  Arbor  Day. 


Flow'rs  are  blooming  all  around, 

Are  blooming  on  this  day ; 
And  the  trees  with  verdure  clad, 

Welcome  the  month  of  May, 
Making  earth  a  garden  fair 

To  hail  the  Arbor  Day, 

Clothing  all  nature  with  gladness. 


Chorus: 

Hurrah !  Hurrah !  The  Arbor  Day  is  here  ; 
Hurrah!  Hurrah!  It  gladdens  every  year, 
So  we  plant  a  young  tree  on  blithsome  Arbor  Day, 
While  we  are  singing  for  gladness. 


—  45  — 


SPRINGTIME. 

15Y   ELLEN    BEAUCHAMP. 

(Air:  "Auld  Lang  Syne.") 


The  winter  storms  have  passed  away, 

And  springtime  now  is  here 
With  sunshine  smiling  all  around, 

And  heavens  blue  and  clear. 
The  gifts  of  nature  brighten  earth, 

And  Nature  her  garden  gay ; 
They  give  us  a  cheery  greeting  bright 

On  this,  the  Arbor  Day. 


The  birds  with  gladsome  voices  sing 

Each  its  melodious  lay, 
And  music  swells  each  little  throat 

On  this,  the  Arbor  Day. 
The  trees  put  forth  their  greenest  leaves 

On  this,  the  Arbor  Day. 
And  welcome  now  the  chosen  tree 

Which  we  shall  plant  to-day. 


"  The  Brave  Old  Oak  "  is  an  excellent  song  for  the  Arbor  Day  program. 


PLANT  A  TREE. 


He  who  plants  a  tree, 

Plants  a  hope. 

Kootlets  up  through  fibres  blindly  grope ; 
Leaves  unfold  into  horizons  free. 

So  man's  life  must  climb 

From  the  clods  of  time 

Unto  heavens  sublime. 
Canst  thou  prophesy,  thou  little  tree, 
What  the  glories  of  thy  boughs  shall  be? 

He  who  plants  a  tree, 

Plants  a  joy ; 

Plants  a  comfort  that  will  never  cloy. 
Every  day  a  fresh  reality. 

Beautiful  and  strong, 

To  whose  shelter  throng, 

Creatures  blithe  with  song. 
If  thou  couldst  but  know,  thou  happy  tree, 
Of  the  bliss  that  shalt  inhabit  thee. 


He  who  plants  a  tree, 

He  plants  youth ; 
Vigor  won  for  centuries  in  sooth  ; 
Life  of  time,  that  hints  eternity ! 

Boughs  their  strength  uprear, 

New  shoots  every  year 

On  old  growths  appear. 
Thou  shalt  teach  the  ages,  sturdy  tree, 
Youth  of  soul  is  immortality. 

He  who  plants  a  tree, 

He  plants  peace. 

Under  its  green  curtains  jargons  cease, 
Leaf  and  zephyr  murmur  soothingly, 

Shadows  soft  with  sleep 

Down  tired  eyelids  creep, 

Balm  of  slumber  deep. 
Never  hast  thou  dreamed,  thou  blessed  tree, 
Of  the  benediction  thou  shalt  be. 


He  who  plants  a  tree, 

He  plants  love ; 

Tents  of  coolness  spreading  out  above 
Wayfarers,  he  may  not  live  to  see. 

Gifts  that  grow  are  best ; 

Hands  that  bless  are  blest ; 

Plant ;  life  does  the  rest. 
Heaven  and  earth  help  him  who  plants  a 

tree, 
And  his  work  its  own  reward  shall  be. 

— Lucy  Larcom. 


—  46  — 


THE  TREES  AND  THE  SEASONS 

(For  four  little  girls  or  two  little  girls  and  two  little  boys;  if  possible  have  the  first 
dressed  in  green,  the  second  in  yellow,  the  third  in  brown  and  the  last  one  in  white, 
each  carrying  a  wreath  or  branch  typical  of  the  season  mentioned.— L.  C.) 

First  Child— 

I  love  a  tree  in  spring 
When  the  first  green  leaves  come  out 
And  the  birds  build  their  nests  and  carol 
Their  sweet  songs  round  about. 

Second  Child— 

I  love  a  tree  in  summer,  i 

WheH  in  the  noontide  heat, 

The  reapers  lie  in  its  shadow 

On  the  greensward  cool  and  sweet. 

Third  Child— 

I  love  a  tree  in  autumn, 

When  Frost,  the  painter  old, 

Has  touched  with  his  brush  its  branches, 

And  left  them  all  crimson  and  gold. 

Fourth  Child— 

I  love  a  tree  in  winter, 
Mid  snow  and  ice  and  cloud, 
Waving  its  long,  bare  branches, 
In  the  north  wind,  wailing  loud. 

All- 
Let  us  plant  a  tree  by  the  wayside, 
Plant  it  with  smiles  and  with  tears, 
A  shade  for  some  weary  wanderer, 
A  hope  for  the  coming  years. 

A  WONDERFUL  TREE 

Did  you  ever  hear  of  a  tree  bearing  glue,  towels,  cloth,  tinder  and 
bread?  There  is  just  such  a  wonder;  it  is  found  on  the  Pacific  Islands, 
and  is  called  the  bread  fruit  tree. 

It  is  about  as  tall  as  a  three-story  house,  and  the  branches  come  out 
straight  from  the  tree  like  so  many  arms.  They  are  covered  with  leaves 
nearly  two  feet  long  and  deeply  gashed  at  the  edges,  while  half  hidden 
among  them  are  the  fruits,  growing  like  apples  on  short  stems,  but 
larger  and  having  a  thick,  yellow  rind. 

This  fruit  is  like  bread,  and  it  is  in  season  during  eight  months  of 
the  year,  the  natives  finding  a  good  living  in  it.  They  gather  it  while 
it  is  green,  and  bake  it  in  an  oven.  Scraping  off  its  outer  blackened 
crust,  they  come  to  the  loaf,  which  is  very  much  like  nice  white  bread; 
but  it  must  be  eaten  soon  after  baking,  else  it  grows  harsh  and  loses  its 
pleasant  taste. 


—  47  - 

As  for  glue,  it  oozes  from  the  trunk  of  the  tree  and  is  found  useful 
for  many  purposes;  the  leaves  make  excellent  towels  for  the  few  natives 
who  care  to  use  them,  and  from  the  inner  bark  of  the  tree  a  kind  of 
coarse  cloth  can  be  made.  Besides  this  its  dried  blossoms  are  used  for 
tinder  in  lighting  fires,  and  the  wood  is  in  great  demand  for  building 
purposes. 

With  a  few  of  these  wonderful  trees  in  the  front  yard,  housekeeping 
ought  to  be  an  easy  matter. 


FROM  THE  FOREST 

About  sixty  per  cent  of  all  our  railroad  ties  are  made  of  white  oak; 
nearly  twenty  per  cent  are  pine.  Since  every  mile  of  railway  needs  about 
2,500  ties  and  there  are  over  200,000  miles  of  such  roads  in  our  country, 
it  takes  millions  of  acres  of  timber  to  supply  a  single  set  of  ties  Such 
a  set  has  to  be  replaced  about  every  seven  years.  Thus  it  is  that  the 
railways  rank  among  the  greatest  consumers  of  wood  in  the  country. 

Our  telegraph  and  telephone  poles  are  made  largely  from  hemlock 
and  cedar.  The  price  paid  for  such  timber  varies  from  two  to  ten 
dollars  per  pole. 

Flour  barrels  are  made  largely  from  elm.  Barrels  for  liquids  from  a 
fine  grade  of  white  oak;  also  ash  and  elm. 

Our  furniture  is  made  from  walnut,  ash,  oak,  maple  and  other  hard 
woods. 

White  oak  and  hickory  are  used  in  manufacture  of  wagon  and  buggy 
wheels. 

Soft  woods,  as  poplar,  aspen,  spruce,  pine  and  'basswood,  are  used  in 
the  manufacture  of  paper  such  as  is  used  in  newspapers,  note  books,  etc. 

Three  fourths  of  our  lumber  is  made  from  soft  woods,  such  as  red- 
wood, white  pine,  spruce  and  hemlock.  The  great  pineries  of  Wisconsin, 
Minnesota  and  Michigan  supply  our  white  pine,  jthe  most  useful  timber 
in  the  north  temperate  zone,  because  it  is  in  greatest  demand  for  build- 
ing purposes. 

The  bark  of  the  tanbark  oak  tree  is  -used  in  the  tanning  of  leather. 

Corks  are  made  from  the  bark  of  the  cork  oak,  which  grows  only  in 
the  Mediterranean  countries  and  Portugal. 

As  a  national  industry,  forestry  stands  second  only  to  agriculture  in 
number  of  people  and  amount  of  capital  employed  and  in  value  of 
product.  It  has  been  estimated  that  we  have  five  hundred  million 
acres  of  growing  forest,  and  that  thirty-five  cubic  feet  of  wood  are  produced 
annually  per  tree. 


—  48 


WHAT  THE  TREES  TEACH  US 

(An  exercise  for  using  fourteen  pupils  of  the  lower  grade;  less  than 
this  number  may  be  used  by  omitting  certain  verses.  If  each  pupil 
carries  a  branch  of  the  tree  represented  the  effect  is  greatly  enhanced.) 

First  Pupil— 

I  am  taught  by  the  Oak  to  be  rugged  and  strong 

In  defense  of  the  right;  in  defiance  of  wrong. 
Second  Pupil  — 

I  have  learned  from  the  Maple,  that  beauty  to  win 

The  love  of  all  hearts,  must  have  sweetness  within. 
Third  Pupil— 

The  Beech,  with  its  branches  wide-spreading  and  low. 

Awakes  in  my  heart  hospitality's  glow. 
Fourth  Pupil— 

The  Pine  tells  of  constancy.    In  its  sweet  voice 

It  whispers  of  hope  till  sad  mortals  rejoice. 
Fifth  Pupil— 

The  nut  bearing  trees  teach  that  'neath  manners  gruff, 

May  be  found  as  "  sweet  kernels"  as  in  their  caskets  rough. 
Sixth  Pupil— 

The  Birch,  in  its  wrappings  of  silver  gray, 

Shows  that  beauty  needs  not  to  make  gorgeous  display. 
Seventh  Pupil— 

The  Ash,  having  fibres  tenacious  and  strong, 

Teaches  me  firm  resistance,  to  battle  with  wrong. 
Eighth  Pupil— 

The  Aspen  tells  me  with  its  quivering  leaves, 

To  be  gentle  to  every  sad  creature  that  grieves. 
Ninth  Pupil— 

The  Lombardy  Poplars  point  upward,  in  praise, 

My  voice  to  kind  heaven  they  teach  rne  to  raise. 
Tenth  Pupil— 

The  Elm  teaches  me  to  be  pliant  yet  true; 

Though  bowed  by  rude  winds,  it  still  rises  anew. 
Eleventh  Pupil  — 

ram  taught  generosity,  boundless  and  free, 

By  the  showers  of  fruit  from  the  dear  Apple  tree. 
Twelfth  Pupil  — 

The  Cherry  tree  blushing  with  fruit  crimson  red, 

Tells  of  God's  free  abundance  that  all  may  be  fed. 
Thirteenth  Pupil— 

In  the  beautiful  Linden,  so  fair  to  the  sight, 

This  truth  I  discern:  It  is  inwardly  white. 
Fourteenth  Pupil— 

The  firm  rooted  Cedars  like  sentries  of  old, 

Show  that  virtues  deep-rooted  may  also  be  bold. 

—Helen  0.  Hoi/t,  in  the  Teachers'  World. 


"  When  the  Green  Gits  Back  in  the  Trees"  is  an  excellent  selection  in 
verse  by  James  Whitcomb  Riley.  It  is  in  dialect  and  could  be  recited 
by  a  pupil  of  the  grammar  grade. 


—  49  - 
WHY  WE  KEEP  ARBOR  DAY 

(Group  the  six  children  upon  the  stage;  seventh  child  stands  at  one  .side;  each  child 
wears  a  crown  of  leaves.) 

Child  at  the  side- 
Trees  of  the  fragrant  forest, 
With  leaves  of  green  unfurled, 
Through  summer's  heat,  through  winter's  cold, 
What  do  you  do  for  our  world? 

First—  Fourth— 

Our  green  leaves  catch  the  raindrops  Our  falling  leaves  in  autumn, 

That  fall  with  soothing  sound,  By  breezes  turned  and  tossed, 

Then  drop  slowly,  slowly  down,  Will  make  a  deep  sponge  carpet  warm 

'Tis  better  for  the  ground.  Which  saves  the  ground  from  frost. 

Second—  Fifth— 

When  rushing  down  the  hillside,  We  give  you  pulp  for  paper, 

A  mighty  freshet  forms,  Our  fuel  gives  you  heat, 

Our  giant  trunks  and  spreading  roots  We  furnish  lumber  for  your  homes, 

Defend  our  happy  homes.  And  nuts  and  fruits  to  eat. 

Third—  Sixth— 

From  burning  heat  in  summer,  With  strong  and  graceful  outline, 

We  offer  cool  retreat,  With  branches  green  and  bare, 

Protect  the  land  in  winter's  storm  We  fill  the  land  all  through  the  year 

From  cold,  and  wind,  and  sleet.  With  beauty  everywhere. 

All,  in  concert- 
So,  listen,  from  the  forest, 
Each  one  a  message  sends 
To  children  on  this  Arbor  Day, 
"  We  trees  are  your  best  friends." 

— Primary  Ed ucation 

OUR  THREE  FAVORITES 

The  oak  is  a  strong  and  stalwart  tree, 

And  it  lifts  its  branches  up 
And  catches  the  dew  right  gallantly 

In  many  a  dainty  cup. 
But  the  world  is  brighter  and  better  made, 

Because  of  the  woodman's  stroke, 
Descending  in  the  sun  or  falling  in  shade, 

On  the  sturdy  form  of  the  oak. 
The  elm  is  a  kindly,  good  tree, 

With  its  branches  bending  low; 
The  heart  is  glad  when  its  form  we  see. 

As  we  list  to  the  river's  flow. 
Ay  !  the  heart  is  glad  and  the  pulses  bound, 

And  joy  illumines  the  face 
Whenever  the  goodly  elm  is  found, 

Because  of  its  beauty  and  grace. 
The  maple  is  supple,  and  lithe,  and  strong, 

And  claimeth  our  love  anew, 
When  the  days  are  listless,  and  quiet  and  long, 

And  the  world  is  fair  to  view. 
And  later— as  the  beauties  and  graces  unfold— 

A  monarch  right  royally  drest, 
With  streamers  aflame  and  pennons  of  gold, 

It  seems  of  all  the  best. 


—  50  — 
WHICH  SHALL  IT  BE? 

FOR    FOUR   JOLLY    BOYS. 
First—  Third— 

If  we  are  all  to  choose  and  say  Sweets  are  good  most  any  day, 

What  trees  we'd  like  to  plant  to-day,  But  as  for  trees,  I'm  bound  to  say, 

Seems  to  me  none  can  be  A  shag-bark  tall  is  best  of  all 

Half  so  good  as  a  Christmas  tree!  When  once  the  nuts  begin  to  fall  ; 

For  surely  even  a  baby  knows  And  so  a  hickory  tree  I'll  set, 

That's  where  the  nicest  candy  grows.  And  piles  of  fun  and  nuts  I'll  get. 
Candy  on  a  Christmas  tree.  Nuts  from  a  hickory  tree, 

That's  what  pleases  me  !  That's  what  pleases  me  : 

Second—  Fourth- 

Planted  out,  'i  would  never  bear—  I  shall  plant  an  apple  tree. 

But,  after  all,  why  should  we  care?  That's  the  best  of  all  for  me; 

The  richest  thing  is  what  we  bring  And  each  kind  to  suit  my  mind, 

From  sugar  maples  in  the  spring  ;  On  this  one  with  grafts  I'll  bind, 

So  now  I'll  set  a  maple  here,  Ripe  or  green  the  whole  year  through, 

For  feast  and  frolic  every  year.  Pie  or  dumpling,  bake  or  stew. 
Sugar  from  a  maple  tree,  Every  way  I  like  them  best, 

That's  what  pleases  me  !  And  I'll  treat  the  rest  ! 

—  Youth's  Companion. 

ESSAYS 

Generally  there  are  to  be  found  in  the  upper  grades  pupils  especially 
gifted  in  writing  essays  or  descriptive  articles.  Have  two  or  three  select 
topics  from  the  following  list,  write  their  articles  at  home,  and  when 
they  have  been  submitted  to  you  select  the  best  to  be  read  as  a  part  of 
the  Arbor  Day  program: 

1.  The  Big  Trees  of  California. 

2.  Our  State  Flower—  The  Golden  Poppy. 

3.  What  We  Owe  to  the  Trees. 

—       4.  Famous  Trees  and  Little  Stories  About  Them. 

5.  The  Fruit  Trees  of  California. 

6.  Our  Most  Useful  Trees  and  Their  Products. 

7.  What  the  Redwood  Told  the  Oak. 

8.  The  Life  of  the  Oak  Tree—  Told  by  Himself. 

9.  The  History  of  Arbor  Day. 

10.  Trees:  The  Home  of  the  Birds  and  Their  Nests. 

11.  The  Most  Beautiful  Tree. 

12.  How  the  Tree  Breathes  and  Grows. 


"  Woodman,  Spare  That  Tree."  by  George  P.  Morris,  should  be  recited 
on  Arbor  Day  as  part  of  the  regular  program. 


Some  afternoon  before  Arbor  Day  comes  around  read  the  "Talking 
Oak,"  by  Tennyson,  to  your  pupils.     You'll  find  it  worth  while. 


—  51  — 

RESPONSIVE  READING 

TEACHER:     And  God  said,  Let  the  earth  bring  forth 

the  fruit-tree  yielding  fruit  after  its  kind. 
SCHOOL:     And    the    earth    brought    forth    the    tree, 
yielding  fruit  whose  seed  was  in  itself  after  its  kind. 
And  God  saw  that  it  was  good. 

TEACHER:  And  God  said,  Behold  I  have  given  you 
every  tree  in  the  field  which  is  the  fruit  of  a  tree 
yielding  seed;  to  you  it  shall  be  for  meat. 
SCHOOL:  And  the  Lord  planted  a  garden  eastward 
in  Eden,  and  there  put  the  man  whom  he  had  formed.  And  out  of  the 
ground  made  the  Lord  God  to  grow  every  tree  that  is  pleasant  to  the 
sight  and  good  for  food. 


WHEN  THE  GREEN  GITS  BACK  IN  THE  TREES 

In  the  spring  when  the  green  gits  back  in  the  trees, 

And  the  snn  comes  out  and  stays, 
And  your  boots  pull  on  with  a  good  tight  squeeze, 

And  you  think  of  your  barefoot  days  : 
When  you  ort  to  work  and  when  you  want  not, 

And  you  and  your  wife  agrees 
It's  time  to  spade  up  the  garden  lot  — 

When  the  green  gits  back  on  the  trees, 

Well,  work  is  Ihe  least  of  my  ideas 
When  the  green,  you  know,  gits  back  on  the.trees 

When  the  whole  tail  feathers  o'  winter  time 

Is  all  pulled  out  and  gone, 
And  the  sap  it  thaws  and  begins  to  climb, 

And  the  sweat  it  starts  out  on 
A  feller's  fored  a-gittin'  down 

At  the  old  spring  on  his  knees  — 
I  kind  o'  like,  jes,  a  loaferin'  roun' 

When  the  green  gits  back  in  the  trees— 

Jes'  a-potterin'  roun'  as  I  darn  please, 
When  the  green,  you  know,  gits  back  in  the  trees. 

—  James  Whitcomb  IlUey. 


SUBJECTS  FOR  ARBOR  DAY  CONSIDERATION 

History  of  Arbor  Day.  Varieties  of  trees  in  California  and  on  our 
farms.  Trees  and  their  relation  to  birds.  Trees  and  their  relation  to 
rainfall.  Best  trees  to  plant  on  the  roadside.  The  most  useful  trees. 
How  to  care  for  them.  Best  trees  and  shrubs  for  home  planting. 
Schoolhouses:  proper  interiors  and  exteriors.  School  grounds:  how  to 
improve  them.  How  to  do  away  with  rubbish  on  the  roadside.  How 
to  make  Arbor  Day  most  useful. 


THREE  LITTLE  TREES 

(Recitation  for  a  tiny  girl.  Three  other  children  stand  near  representing  the  trees- 
laughing.  whispering,  telling  secrets,  clapping  hands,  etc.,  in  pretty  pantomime  to  the 
speaker's  words.) 

Way  out  on  the  orchard  in  sunshine  and  breeze, 

A-laughing  and  whispering,  grew  three  little  trees. 

And  one  was  a  plum  tree,  and  one  was  a  pear, 

And  one  was  a  rosy-cheeked  apple  tree  rare. 

A  dear  little  secret,  as  sweet  as  could  be, 

The  breeze  told  one  day  to  the  glad  apple  tree. 

She  rustled  her  little  green  leaves  all  about, 

And  smiled  at  the  plum,  and  the  secret  was  out. 

The  plum  told  in  whispers  the  pear  by  the  gate, 

And  she  told  it  to  me,  so  you  see,  it  came  straight. 

The  breeze  told  the  apple,  the  apple  the  plum, 

The  plum  told  the  pear,  "  Robin  Redbreast  has  come  !'  ' 

And  out  in  the  orchard  they  danced  in  the  breeze, 

And  clapped  their  hands  softly,  these  three  little  trees. 


Hail  to  the  Trees: 

Patient  and  generous,  mothers  of  mankind  ; 
Arching  the  hills,  the  minstrels  of  the  wind, 
Spring's  glorious  flowers  and  Summer's  balmy  tents. 
As  sharers  in  man's  free  and  happier  sense, 
The  trees  bless  all,  and  then  brown  mantled,  stand, 
The  sturdy  prophets  of  a  golden  land. 


A  little  of  thy  steadfastness, 
Rounded  with  leafy  gracefulness, 

Old  Oak,  give  me  — 

That  the  world's  blasts  may  round  me  blow, 
__       And  I  yield  gently  to  and  fro, 

While  my  stout-hearted  trunk  below 

And  firm  set  roots  unshaken  be. 

—  Lowell. 

CONCERT  EXERCISE  FOR  LITTLE  FOLKS 

FACTS    ABOUT   ARBOR    DAY. 

1.  We  will  remember  Arbor  Day,  for  it  means  tree  day. 

2.  We  plant  trees  on  Arbor  Day. 

3.  We  little  children  can  not  plant  large  trees,  but  we  can  plant  seeds. 

4.  We  sing  about  the  flowers  and  trees  on  Arbor  Day. 

5.  We  speak  pieces  about  the  trees,  too. 

6.  We  learn  wonderful  things  about  the  trees. 

7.  Trees  protect  us  from  the  fierce  winds. 

8.  We  could  have  no  fires  if  there   were  no  trees.     We  get  our  coal 
and  wood  from  trees. 


—  53  — 

9.  Many  of  our  houses  are  made  of  trees. 

10.  Some  people  have  nothing  to  eat  but  the  fruit  from  trees. 

11.  We  know  we  could  not  live  without  trees. 

12.  Trees  keep  the  air  pure,  and  we  must  have  pure  air  to  breathe. 

13.  After  a   rainstorm,  the  millions  of  leaves   and  stems  and  roots 
hold  the  tiny  drops  a  long  time. 

14.  This  prevents  drouths  and  keeps  the  earth  moist  so  plants  can 
grow. 

15.  It  rains  more  in  places  where  trees  grow. 

16.  If  it  did  not  rain  there  would  be  no  springs;  there  would  be  no 
brooks,  lakes,  and  rivers. 

17.  Our  earth  would  be  like  a  hot,  dry  desert  without  trees. 

18.  \Ve  will  cut  down  only  the  trees  we  need  for  use. 

19.  Trees  are  among  the  best  friends  we  have. 

20.  (All)   We  will  love  the  beautiful  trees. 

— Ed.  Journal. 

THREE  TREES 

The  pine  tree  grew  in  the  wood, 
.  Tapering,  straight,  and  high  ; 

Stately  and  proud  it  stood, 

Black  green  against  the  sky. 
Crowded  so  close,  it  sought  the  blue, 
And  ever  upward  it  reached  and  grew. 

The  oak  tree  stood  in  the  field, 

Beneath  it  dozed  the  herds ; 

It  gave  to  the  mower  a  shield, 

It  gave  a  home  to  the  birds. 
Sturdy  and  broad,  it  guarded  the  farms, 
With  its  brawny  trunk  and  knotted  arms. 

The  apple  tree  grew  by  the  wall, 

Ugly  and  crooked  and  black; 

But  it  knew  the  gardener's  call, 

And  the  children  rode  on  its  back. 
It  scattered  its  blossoms  upon  the  air, 
It  covered  the  ground  with  fruitage  fair. 

"  Now,  hey,"  said  the  pine,  "  for  the  wood ! 

Come  live  with  the  forest  band. 

Our  comrades  will  do  you  good, 

And  tall  and  straight  you  will  stand." 
And  he  swung  his  boughs  to  a  witching  sound, 
And  flung  his  cones  like  coins  around. 

"  O  ho !"  laughed  the  sturdy  oak ; 

"  The  life  of  the  field  for  me. 

1  weather  the  lightning  stroke ; 

My  branches  are  broad  and  free, 
Grow  straight  and  slim  in  the  wood  if  you  will, 
Give  me  the  sun  and  the  wind-swept  hill." 


—  54  -- 

And  the  apple  tree  murmured  low: 
"  I  am  neither  straight  nor  strong; 
Crooked  my  back  doth  grow 
With  bearing  my  burdens  long." 
And  it  dropped  its  fruit,  as  it  dropped  its  tear. 
And  reddened  the  ground  with  fragrant  cheer. 

And  the  Lord  of  the  Harvest  heard, 
And  he  said :  "  I  have  use  for  all ; 
For  the  bough  that  shelters  a  bird, 
For  the  beam  that  pillars  a  hall ; 
And  grow  they  tall,  or  grow  they  ill, 
They  grow  but  to  wait  their  master's  will." 

So  a  ship  of  oak  was  sent, 

Far  over  the  ocean  blue ; 

And  the  pine  was  the  mast  that  bent, 

As  over  the  waves  it  flew ; 
And  the  ruddy  fruit  of  the  apple  tree 
Was  borne  to  a  starving  isle  of  the  sea. 


A  pretty  corner  in  a  schoolroom,  showing  how  a  plant  may  be  used 
to  an  advantage.  The  bit  of  green  adds  beauty  to  the  room  and  affords 
rest  for  tired  little  eyes. 


—  55  — 


THE  LITTLE  PLANT 


In  my  little  garden  bed 

Raked  so  nicely  over, 
First  the  tiny  seeds  I  sow, 

Then  with  soft  earth  cover. 

Shining  down,  the  great  round  sun 

Smiles  upon  it  often; 
Little  raindrops  pattering  down, 

Help  the  seeds  to  soften. 

Then  the  little  plant  awakes ! 

Down  the  roots  go  creeping, 
Up  it  lifts  its  little  head 

Through  the  brown  mold  peeping. 

High  and  higher  still  it  grows 
Through  the  summer  hours, 

Till  some  day  the  happy  buds 
Open  into  flowers. 


GEMS  OF  THOUGHT  FOR  ARBOR  DAY 


following  selected  gems  are  suitable  as  answers 
to  roll  call;  may  be  made  part  of  an  essay; 
may  be  recited;  written  or  printed  on  the 
blackboard  with  colored  chalks;  or  any  use 
to  which  a  live  teacher  sees  fit  to  put  them. 


In  freedom's  air  we  plant  the  tree, 

Our  land  of  hope,  America ; 
Beneath  the  blue  sky,  freedom's  dome, 
Within  the  green  earth,  freedom's  home, 
We  plant  the  tree  for  years  to  come, 
And  pray,  God  bless  America. 

— Butterworth. 


Dear  little  tree  that  we  plant  to-day, 

What  will  you  be  when  we're  old  and  gray  ? 

"The  savings  bank  of  the  squirrel  and  mouse, 
For  robin  and  wren  an  apartment  house, 

The  dressing-room  of  the  butterfly's  ball, 

The  locust's  and  katydid's  concert  hall, 

The  schoolboy's  ladder  in  pleasant  June, 
The  schoolgirl's  tent  in  the  July  moon, 

And  my  leaves  shall  whisper  them  merrily, 

A  tale  of  the  children  who  planted  me." 

—  Youth's  Companion. 


-  56  - 

Our  years,  our  schoolhouse  yards,  and  the  resting  places  of  our  dead, 
should  not  be  neglected,  but  should  be  adorned  with  nature's  own 
beautifiers — the  trees. — Bates. 

»The  tall  oak,  towering  to  the  skies, 
The  fury  of  the  wind  defies, 
From  age  to  age,  in  virtue  strong, 
Inured  to  stand  and  suffer  wrong. 

What  earnest  worker,  with  hand  and  brain,  for  the  benefit  of  his 
fellowmen,  could  desire  a  more  pleasing  recognition  of  his  usefulness 
than  the  monument  of  a  tree,  ever  growing,  ever  blooming,  and  ever 
bearing  wholesome  fruit  ? — Irving. 

Summer  or  winter,  day  or  night, 

The  woods  are  an  ever  new  delight; 

They  give  us  peace,  and  they  make  us  strong, 

Such  wonderful  balms  to  them  belong; 

So,  living  or  dying,  I'll  take  mine  ease, 

Under  the  trees,  under  the  trees. 

—Stoddard. 

I  shall  speak  of  the  trees  as  we  see  them,  love  them,  adore  them,  in 
the  fields  where  they  are  alive,  holding  their  green  sunshades  over  our 
heads,  talking  to  us  with  their  hundred  thousand  whispering  tongues, 
looking  down  on  us  with  that  sweet  meekness  which  belongs  to  huge 
but  limited  organism — which  one  sees  most  in  the  patient  posture,  the 
outstretched  arms  and  the  heavy  drooping  robes  of  these  vast  beings, 
endowed  with  life,  but  not  with  soul — which  outgrow  us  and  outlive  us, 
but  stand  helpless,  poor  things — while  nature  dresses  and  undresses 

them. — Holmes. 

There  isn't  a  blossom  under  our  feet 
But  has  some  teaching  short  and  sweet 
""^  That  is  richly  worth  the  knowing. 

When  we  plant  a  tree  we  are  doing  what  we  can  to  make  our  planet 
a  more  wholesome  and  happier  dwelling  place  for  those  who  come  after 
us,  if  not  for  ourselves. —  Oliver  Wendell  Holmes. 

Give  fools  their  gold  and  knaves  their  power; 

Let  fortune's  bubbles  rise  and  fall ; 
Who  sows  a  field,  or  trains  a  flower, 

Or  plants  a  tree,  is  more  than  all. 

—  Whittier. 

He  who  plants  a  tree, 

He  plants  love; 

Tents  of  coolness  spreading  out  above 

Wayfarer?,  he  may  not  live  to  see 

Gifts  that  grow  are  best, 

Hands  that_bless  are  blest ; 

Plant;  life  does  the  rest. 

Heaven  and  earth  help  him  who  plants  a  tree, 

And  his  work  its  own  reward  shall  be. 

— Larcom. 


—  57  — 

The  tree  planter  and  teacher  united  in  one  shall  be  declared  the  best 
benefactor  of  modern  times — the  chief  provider  for  posterity. — Morton. 

The  man  who  builds  does  a  work  which  begins  to  decay  as  soon  as 
he  is  done,  but  the  work  of  the  man  who  plants  trees  grows  better  and 
better,  year  after  year,  for  generations. 

To  avert  treelessness ;  to  improve  the  climatic  conditions ;  for  the 
sanitation  and  embellishment  of  home  environments ;  for  the  love  of 
the  beautiful  and  useful  combined  in  the  music  and  majesty  of  a  tree, 
as  fancy  and  truth  unite  in  an  epic  poem,  Arbor  Day  was  created. 

The  planting  of  a  tree,  the  tender  care  bestowed  upon  it,  the  eager 
watching  for  new  developments  in  its  growth,  the  tending  of  a  flower 
bed,  the  training  of  a  vine,  will  for  many  a  child  prove  the  "open 
sesame  "  into  the  charmed  circle  of  those  forces  and  factors  of  the  natural 
world  which  purify,  refine,  and  ennoble  the  heart  of  man. — Mull. 

When  we  plant  a  tree  we  are  doing  what  we  can  to  make  our  planet 
a  more  wholesome  and  happier  dwelling  place  for  those  who  come  after 
us,  if  not  for  ourselves.  As  you  drop  the  seed,  as  you  plant  the  sapling 
your  left  hand  hardly  knows  what  your  right  hand  is  doing.  But 
Nature  knows,  and  in  due  time  the  Power  that  sees  and  works  in  secret 
will  reward  you  openly. — Holmes. 


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